Download 3rd nine weeks - Murfreesboro City Schools Teacher Resources

Third Nine Weeks
The third nine week benchmark test will assess the standards listed below, and will contain previous benchmark standards
from the first and second nine weeks. Make sure you are spiraling the previously taught standards every week and in
intervention.
Comprehension Standards
RL 3.2 (all genres – stories and fables were covered in the first grade period, folktales and myths are covered this grade
period. Any of the genres may be assessed in this benchmark assessment.)
 Students must analyze text to determine the central message, lesson, or moral of a piece of literary text.
 Students must use explicit and implicit details from the text to explain how the message, lesson, or moral is
communicated.
RL 3.4
 Students must determine and distinguish the meaning of literal and nonliteral words and phrases within a text.
 Students must use prior knowledge and context clues to determine the meaning of words and phrases within a
text.
RL 3.5
 Students must explain how the parts of a text are arranged to progressively develop events and ideas.
 Students must reference parts of stories, dramas, and poems when writing or speaking about a text.
RL 3.6
 Students must determine the narrator's and/or character's point of view in a story.
 Students must formulate their own point of view in a story.
 Students must explain the differences between their own point of view and the narrator's/character's point of view.
RI 3.3
 Students must make connections and describe the relationships between a series of historical events, scientific
ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause and effect.
RI 3.4
 Students must use sentence-level context clues, affixes, common roots, glossaries, and dictionaries to determine
the meaning of an unknown word in text.
RI 3.6




Students must identify the author’s point of view in a text.
Students must identify their own point of view on the same subject.
Students must compare their own point of view with the author’s, noting the similarities and differences.
Students must describe how the author’s point of view is shaped by background and experience (eg., difference in
generation, location, social status, etc)
Grammar:
 L 3.1i Compound and complex sentences
 L 3.3a Words and Phrases for Effect
 L3.3b Recognize and observe differences between the conventions of spoken and written standard English
 L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
 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).
L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning
of key words and phrases.
L.3.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific
words and phrases including those that signal spatial and temporal relationships (e.g., After dinner that night we went…).
3rd nine weeks - 1
Week 1 Third Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Prefixes: en- and em


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

The prefix en/em means cause to, put into, or onto
Em is put before b, p, and sometimes m
en is attached to adjectives or nouns to form verbs meaning: to cause (a person or thing)
to be in (the place, condition, or state mentioned; to keep in or place in: en+rich=enrich
(to cause to be rich)
A prefix is a small unit of meaning (morpheme) that is placed in front of a base word or
root word. It can change the meaning of the base word.
You will need to use the syllable division rule to help divide the syllables and find the base
or root word.
Remember a base word is a word that can stand alone. A root word can not stand
without a suffix, prefix or another root attached.
Week One: Word Analysis
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) will help prepare the students for 4th grade
Latin roots:
 Sentences where the students have the base word or root and have to decide what suffix to use.
Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based on the
meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or angry.
The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of relation to
sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different root and
base words.
Remember to review syllable types
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like
ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 2
Resources
Prefix en:
enlist
enrich
entomb
encamp
enfold
enlarge
encircle
encode
engrave
encourage
endanger
Prefix em
(before b,p, or m):
embark
emphasis
embroil
embedded
empower
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this
week (see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: This comprehension standard was introduced last nine weeks. This standard will be covered
for two weeks in order to ensure time to teach to depth necessary for the benchmark assessment. Any
previously taught standard may also be assessed on the benchmark test.
Week One Focus: RI 3.3
 Learning Targets to Review:
Week One: Fluency and Comprehension
RI 3.3 - Describe the relationship between a series of historical events, using language that pertains to
time, sequence, and cause/effect.
•
•
•
•
•
•
Students must know historical events are significant occurrences from the past.
Students must know time is the chronological passing of history.
Students must know sequence is a series of connected events.
Students must know that a cause is a reason for an action and bring about effects in texts.
Students must know that an effect is the result of an action.
Students must know an author organizes informational text in specific structures of chronology, sequence,
and cause/effect.
 Learning Targets to Apply:
• Students must make connections between a series of historical events, scientific ideas/concepts, or steps in
technical procedures.
• Students must describe the relationship between a series of historical events, scientific ideas/concepts, or
steps in technical procedures in a text with regard to time, sequence, and cause/effect.
Standard Vocabulary:







cause
effect
historical event
scientific idea/concept
sequence
time
technical procedure
3rd nine weeks - 3
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through
writer’s workshop.
Week One Focus: L.3.1i
 Learning Targets for the week:
L 3.1i – Produce Simple, Compound and Complex Sentences
 Students must know a simple sentence consists of one simple (or complex) subject
and one simple (or one complex) predicate.
 Students must know an independent clause expresses a complete thought.
 Students must know a subordinate (or dependent) clause contains a subject (or noun)
and a verb but does not express a complete thought.
Week One: Language
 Students must know a compound sentence consists of two or more sentences
(independent clauses) connected by a comma and a conjunction.

Students must know a complex sentence consists of one sentence (independent
clause) and one or more phrases (dependent clauses).
Standard Vocabulary:










complex predicate
complex sentence
complex subject
compound sentence
dependent clauses
independent clauses
simple predicate
simple sentence
simple subject
subordinate clause
3rd nine weeks - 4
Routine: Choose a sentence
from a Mentor text of the
week.
Monday: Invitation to Notice
and Wonder
Tuesday: Invitation to
Label/Name (parts of speech,
parts of a sentence, phrases
and clauses)
Wednesday: Invitation to
Revise
Thursday: Invitation to
Imitate
Week 2 Third Nine Weeks
Word Analysis:
Keep reviewing the syllable types throughout all phonics lessons
Week Two: Word Analysis
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


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 Learning Target: Prefix: in-, im-, ir- and ilPrefix im- can mean: not and opposite of
Prefix ir- means not and opposite of
ir- comes before base words/roots starting with r
Prefix in- can mean: not and opposite of
im: comes before base words/roots starting with b, m and p
Prefix il- can mean: not and opposite of
Il- comes before base words/roots starting with l
Resources
Examples
Prefix im:
immature
impatient
imperfect
impossible
imbalance
impossible
impatient
improbable
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for
fourth grade and Latin roots:
 Sentences where the students have the base word or root and have to decide what suffix to
use. Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based on
the meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or
angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different root
and base words.
Remember to review syllable types.
Prefix ir:
irrelevant
irresponsible
irreplaceable
irregular
irritable
irrelevance
irrelevant
irresistible
With multi-syllable words you will have the schwa vowel sound in syllables.
Prefix il:
illegal
illogical
illiterate
illegible
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks
like ǝ.
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel.
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 5
Prefix in:
incredible
incorrect
incompatible
inconsiderate
inadequate
infrequent
invisible
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week (see
attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: This comprehension standard was introduced last nine weeks. This standard will be covered for two
weeks in order to ensure time to teach to depth necessary for the benchmark assessment. Any previously taught
standard may also be assessed on the benchmark test.
Week Two: Fluency and Comprehension skills for mastery
Week Two Focus: RI 3.3
RI 3.3 - Describe the relationship between scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
 Learning Targets for the week:
• Students must make connections between a series of historical events, scientific ideas/concepts, or steps in
technical procedures.
• Students must describe the relationship between a series of historical events, scientific ideas/concepts, or steps in
technical procedures in a text with regard to time, sequence, and cause/effect.
Standard Vocabulary:







cause
effect
historical event
scientific idea/concept
sequence
time
technical procedure
3rd nine weeks - 6
Language: Not taught in isolation
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Two Focus: L.3.1i
 Learning Targets for the week:
Week Two: Language skills for mastery
L.3.1i – Produce simple, compound, and complex sentences.
 Students must know a simple sentence consists of one simple (or complex) subject and one
simple (or one complex) predicate.
 Students must know an independent clause expresses a complete thought.
 Students must know a subordinate (or dependent) clause contains a subject (or noun) and a
verb but does not express a complete thought.
 Students must know a compound sentence consists of two or more sentences (independent
clauses) connected by a comma and a conjunction.
 Students must know a complex sentence consists of one sentence (independent clause) and
one or more phrases (dependent clauses).
Standard Vocabulary










complex predicate
complex sentence
complex subject
compound sentence
dependent clauses
independent clauses
simple predicate
simple sentence
simple subject
subordinate clause
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards,
but students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 7
Mentor Sentence
Routine: Choose a
sentence from a Mentor
text of the week.
Monday: Invitation to
Notice and Wonder
Tuesday: Invitation to
Label/Name (parts of
speech, parts of a
sentence, phrases and
clauses)
Wednesday: Invitation to
Revise
Thursday: Invitation to
Imitate
Week 3 Third Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Suffix -er and -or
Week Three: Word Analysis


suffix -er: can be used to create a noun or pronoun
suffix -or: can mean “a person who does”
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students
for fourth grade and Latin roots:
 Sentences where the students have the base word or root and have to decide what suffix to
use. Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based
on the meaning. Give the definition first.: Irritate: means to make someone annoyed,
impatient or angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different
root and base words.
Remember to review syllable types
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 8
Resources
Examples:
Suffix -or:
actor
captor
director
editor
educator
emperor
governor
instructor
janitor
legislator
mayor
mentor
operator
sailor
sculptor
senator
spectator
visitor
conductor
Suffix -er
farmer
gardener
keeper
jumper
informer
jester
brother
boxer
camper
archer
banker
binder
boarder
bumper
chapter
composer
scavenger
settler
worker
adviser
lawyer
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards from this point on should have been mastered and are for
spiral review. Any previously taught standard may be assessed on the benchmark test.
Week Three: Fluency and Comprehension skills for mastery
Week Three Focus: Review of RL 3.6 and RI 3.6
 Learning Targets for the week:
RL 3.6 - Distinguish their own point of view from that of the narrator or those of the characters.
• Students must determine the narrator’s and/or character’s point of view in a story.
• Students must formulate their own point of view in a story.
• Students must explain the differences between their own point of view and the narrator’s/character’s point of
view.
RI 3.6 - Distinguish their own point of view from that of the author of a text.
•
•
•
•
Students must identify the author’s point of view in a text.
Students must identify their own point of view on the same subject.
Students must compare their own point of view with the author’s noting the similarities and differences.
Students must describe how the author’s point of view is shaped by background and experience (e.g.,
difference in generation, location, social status, etc.).
Standard Vocabulary: RL.3.6





character
distinguish
narrator
perspective
point of view
Standard Vocabulary: RI.3.6


point of view
viewpoint
3rd nine weeks - 9
Language: Not taught in isolation
Suggestion: teach grammar through mentor sentences
Week Three Focus: L.3.3a
 Learning Targets for the week:
Week Three: Language skills for mastery
L.3.3a – Choose words and phrases for effect.
 Students must know language has an impact on the person reading or listening to it.
 Students must know that words and phrases can convey tone and style (e.g., emotion,
attitude, formal vs. informal).
 Students must determine which words and phrases convey tone and style.
 Students must know language should be chosen to communicate precisely what the author
is trying to convey (e.g., she was a good person vs. she was a generous person)
convey
impact
precise
tone
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.






Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Standard Vocabulary:




Mentor Sentence
Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 10
Week 4 Third Nine Weeks
Word Analysis:



Continue reviewing the syllable types throughout all phonics lessons.
Learning Target: Prefixes inter- and de-
The prefix inter- means “between” or “among”
The prefix de- means “opposite of” or “down”
Remember Syllable division rules when teaching words with prefixes and suffixes.
Have the students do the syllable division routine.
This will help the students to find the base word or the root word.
Base word: the word can stand alone as a word
Root word: the word can not stand alone as a word.
international- national (base word)
interfere- fere (root word)
Week Four: Word Analysis
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for fourth grade and
Latin roots:








Sentences where the students have the base word or root and have to decide what suffix to use.
Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence based on the
meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or angry.
The boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point of relation to
sea level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with different root and
base words.
Remember to review syllable types
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like
Explicit Teaching of the rule:


What is a syllable?
Every syllable has to have a vowel
Syllable Division routine:





How many vowels are there? (How many syllables?)
Mark the vowels.
How many consonants are after or between the vowels?
Mark the consonants.
Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 11
Resources
Examples:
suffix inter-:
interact
interject
international
internet
interpersonal
interrupt
interstate
interview/intervie
wer
interdependent
intercept
interstate
suffix de-:
decay
decline
decode
decrease
depress
deport
dethrone
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards from this point on should have been mastered and are for
spiral review. Any previously taught standard may be assessed on the benchmark test.
Week Four Focus: Review of RL.3.9, and RI 3.9
Week Four: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
RL 3.9: Compare and contrast themes, settings, and plots of stories written by the same author about
the same or similar characters (e.g., in books from a series).

Students must compare how themes, settings, and plots are similar in stories written by the same author
about the same or similar characters (e.g., in books from a series).

Students must contrast how themes, settings, and plots are different in stories written by the same author
about the same or similar characters.
RI 3.9: Compare and contrast the most important points and key details presented in two texts on the
same topic.
 Students must compare and contrast how two informational texts on the same topic present the most
important points.

Students must compare and contrast how two informational texts on the same topic present the key details.
Standard Vocabulary: RL.3.9





compare and contrast
culture
plot
setting
theme
Standard Vocabulary: RI.3.9





3rd nine weeks - 12
compare & contrast
facts
important points
key details
topic
Language: Not taught in isolation
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop
Week Four Focus: L.3.3b
 Learning Targets for the week:
Week Four: Language skills for mastery
L3.3b - Recognize and observe differences between the conventions of spoken and
written standard English.




Students must know there are specific rules of conventions in written standard English
Students must know there are specific rules of conventions in written standard English
that are not always necessary and/or apparent in spoken English.
Students must follow the specific rules of conventions in written standard English.
Students must know their audience and how it impacts their use of conventions in
speaking and writing (e.g., formal vs. informal).
Standard Vocabulary:



audience
conventions
standard English
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 13
Mentor Sentence
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 5 Third Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Suffixes -ic and -ty/-ity


The suffix -ic (adjective forming suffix) meaning: “having some characteristics of”
“relating to”
The suffix -ty/-ity means (forming abstract noun from adjectives) meaning: “quality of”
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for
fourth grade and Latin roots:

Week Five: Word Analysis







Sentences where the students have the base word or root and have to decide what suffix to
use. Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence based
on the meaning. Give the definition first.: Irritate: means to make someone annoyed,
impatient or angry. The boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with different
root and base words.
Remember to review syllable types:
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 14
Resources
suffix ic
comic
metallic
historic
poetic
realistic
artistic
allergic
symbolic
electronic
democratic
suffix ty/ity:
loyalty
penalty
celebrity
certainty
specialty
equality
security
electricity
hospitality
activity
divisibility
authority
ability
clarity
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards from this point on should have been mastered and are for
spiral review. Any previously taught standard may be assessed on the benchmark test.
Week Five: Fluency and Comprehension skills for mastery
Week Five Focus: RL 3.2 (Myths and Folktales), and RI 3.2
 Learning Targets for the week:
RL 3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.


Students must analyze text to determine the central message, lesson, or moral of a piece of literary text.
Students must use explicit and implicit details from the text to explain how the message, lesson, or
moral is communicated.
RI 3.2 - Determine the main idea of a text; recount the key details and explain how they support the main
idea.

Students must identify details from the text that were used to determine the main idea.


Students must explain how the details from the text support the main idea.
Students must determine the main idea of a text.

Students must use signal words to locate supporting details in the text.
Standard Vocabulary: RL.3.2






analyze
central message
determine
explicit
fable
folktale






Standard Vocabulary: RI.3.2
implicit/implied
lesson
myth
moral
recount
retell






3rd nine weeks - 15
explicit/explicitly
key details
main idea
recount/retell
signal words
supporting detail
Language: Not taught in isolation
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Five Focus: L.3.4a
 Learning Targets for the week:
L.3.4a - Use sentence-level context as a clue to the meaning of a word or phrase.
Week Five: Language skills for mastery



Students must identify words that are unknown or unfamiliar in a sentence.
Students must identify sentence-level clues.
Students must determine the meaning of a word or phrase from sentence-level context
clues.
Standard Vocabulary:




Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
context
identify
sentence-level clue
unknown word/phrase
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.






Mentor Sentence
Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 16
Week 6 Third Nine Weeks
Word Analysis: Keep reviewing the syllable types throughout all phonics lessons
 Learning Target: Prefixes com- and con

The prefix com and con mean “with”, “together”, “in association” and “completely”
Con comes before a consonant except b, h, l, p, r
Have the students do the syllable division routine.
This will help the students to find the base word or the root word.
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for
fourth grade and Latin roots:
Week Six: Word Analysis








Sentences where the students have the base word or root and have to decide what
suffix to use. Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence
based on the meaning. Give the definition first.: Irritate: means to make someone
annoyed, impatient or angry. The boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point
of relation to sea level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with
different root and base words.
Remember to review syllable types:
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 17
Resources
Prefix con and
com:
combine
concert
common
connect
contract
confide
complain
command
comfort
compound
concern
conductor
complete
compact
complement
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency: Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards listed below have not yet been assessed on a benchmark test.
These standards will be assessed on the third nine week benchmark assessment. In addition, any standards
previously taught/assessed in quarter one or two may be on the third quarter benchmark test.
Week Six Focus: Review Week: Review of standards that will be on the third nine week benchmark.
*Review all learning targets previously taught within this grade period. Use CFAs to determine which standards
need to be reviewed.
 Learning Targets to Review:
Week Six: Fluency and Comprehension skills for mastery
RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
 Students must analyze text to determine the central message, lesson, or moral of a piece of literary text.
 Students must use explicit and implicit details from the text to explain how the message, lesson, or moral is
communicated.
RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
 Students must determine and distinguish the meaning of literal and nonliteral words and phrases within a

text.
Students must use prior knowledge and context clues to determine the meaning of words and phrases
within a text.
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.


Students must explain how the parts of a text are arranged to progressively develop events and ideas.
Students must reference parts of stories, dramas, and poems when writing or speaking about a text.
RL 3.6 - Distinguish their own point of view from that of the narrator or those of the characters.
 Students must identify the author’s point of view in a text.
 Students must identify their own point of view on the same subject.
 Students must compare their own point of view with the author’s noting the similarities and differences.
 Students must describe how the author’s point of view is shaped by background and experience (e.g.,
difference in generation, location, social status, etc.).
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.
 Students must make connections and describe the relationships between a series of historical events,
scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause
and effect.
RI 3.6 - Distinguish their own point of view from that of the author of a text.
• Students must identify the author’s point of view in a text.
• Students must identify their own point of view on the same subject.
• Students must compare their own point of view with the author’s noting the similarities and differences.
• Students must describe how the author’s point of view is shaped by background and experience (e.g.,
difference in generation, location, social status, etc.).
Be sure to continue to spiral other standards previously mastered. All previously mastered standards
may also be assessed on the benchmark test. Review skills based upon data.
3rd nine weeks - 18
Language: Not taught in isolation
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Six Focus: REVIEW WEEK – Review standards taught so far this quarter.
 Learning Targets for the week:
L 3.1i - Compound and complex sentences
Week Six: Language skills for mastery
 Students must know a simple sentence consists of one simple (or complex) subject and one simple
(or one complex) predicate.
 Students must know an independent clause expresses a complete thought.
 Students must know a subordinate (or dependent) clause contains a subject (or noun) and a verb but
does not express a complete thought.
 Students must know a compound sentence consists of two or more sentences (independent clauses)
connected by a comma and a conjunction.
 Students must know a complex sentence consists of one sentence (independent clause) and one or
more phrases (dependent clauses).
L.3.3a – Choose words and phrases for effect.
 Students must know language has an impact on the person reading or listening to it.
 Students must know that words and phrases can convey tone and style (e.g., emotion, attitude,
formal vs. informal).
 Students must determine which words and phrases convey tone and style.
 Students must know language should be chosen to communicate precisely what the author is trying
to convey (e.g., she was a good person vs. she was a generous person).
L3.3b - Recognize and observe differences between the conventions of spoken and
written standard English.
 Students must know there are specific rules of conventions in written standard English
 Students must know there are specific rules of conventions in written standard English that are not
always necessary and/or apparent in spoken English.
 Students must follow the specific rules of conventions in written standard English.
 Students must know their audience and how it impacts their use of conventions in speaking and
writing (e.g., formal vs. informal).
L.3.4a - Use sentence-level context as a clue to the meaning of a word or phrase.



Students must identify words that are unknown or unfamiliar in a sentence.
Students must identify sentence-level clues.
Students must determine the meaning of a word or phrase from sentence-level context clues.
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards, but students
have to be able to identify and apply.
 Students must know a noun names a person, place, thing or idea. L.3.1 a
 Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
 Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
 Students must know an action verb expresses action. L. 3.1 a
 Students must know an adjective modifies a noun or pronoun. L.3.1 a
 Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 19
Mentor Sentence
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 7 Third Nine Weeks
Word Analysis: Keep reviewing the syllable types throughout all phonics lessons
 Learning Target: Prefix anti and non
Week Seven: Word Analysis


The prefix anti- means opposite
The prefix non- means not
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students
for fourth grade and Latin roots:
 Sentences where the students have the base word or root and have to decide what suffix to
use. Change Mars to fit this phrase: The ________lives on mars. Martian
 Give sentences using the word with the suffix and the students finish the sentence based
on the meaning. Give the definition first.: Irritate: means to make someone annoyed,
impatient or angry. The boy’s mom was irritated because ____________.
 Completing sentences a different way: Altitude means the height of an object or point of
relation to sea level. What effects can Mt. Everest’s altitude have on …?
 Review parts of speech: The verb that means to struggle: agonize
 Review previous suffixes with base words and roots to see how the meanings change.
 Students can use the words with the suffixes in sentences.
 Students can break down words American: one who is from America
 Students can build words using the prefixes and suffixes previously learned with different
root and base words.
Remember to review syllable types
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it
looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 20
Resources
Examples:
Prefix anti:
antibiotic
antitheft
antigravity
antisocial
antibacterial
antifreeze
antilock
antivirus
antiaircraft
antidote
antioxidant
Prefix non:
nondairy
nonfat
nonfiction
nonprofit
nonsense
nontoxic
nonverbal
nonflammable
nonrenewable
nonspecific
nonstop
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Week Seven: Fluency and Comprehension skills for mastery
Comprehension: The comprehension standards from this point on should have been mastered and are for
spiral review. Any previously taught standard may be assessed on the benchmark test.
Week Seven Focus: RL 3.3 and RI 3.3
 Learning Targets for the week:
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.
 Students must describe characters in a story based on their traits, motivations, feelings, thoughts, or
interactions.
 Students must explain how a character's actions contribute to or alter the sequence of events in a story.
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.
 Students must make connections between a series of historical events, scientific ideas/concepts, or steps
in technical procedures.
 Students must describe the relationship between a series of historical events, scientific ideas/concepts, or
steps in technical procedures in a text with regard to time, sequence, and cause/effect.
Standard Vocabulary: RL.3.3




interaction
motivation
sequence of events
trait
Standard Vocabulary: RI.3.3







cause
effect
historical event
scientific idea/concept
sequence
time
technical procedure
3rd nine weeks - 21
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Seven Focus: L.3.4d
 Learning Targets for the Week:
Week Seven: Language skills for mastery
L 3.4d - Use glossaries or beginning dictionaries, both print and digital, to determine or
clarify the precise meaning of key words and phrases.

Students must determine the best definition for a word when more than one definition is
listed.

Students must analyze the root word and affixes to determine the definition of an
unknown word.
alphabetical order
alphabetize
dictionary
glossary
key words
phrase
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these
standards, but students have to be able to identify and apply.






Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name
(parts of speech,
parts of a sentence,
phrases and
clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Standard Vocabulary:






Routine: Choose a
sentence from a
Mentor text of the
week.
Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 22
Week 8 Third Nine Weeks
Resources
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Suffixes -ate, -ment, and –hood



The suffix ate means to cause and make
The suffix ment is a suffix of nouns often concrete denoting an action or resulting state, a
product, or means
The suffix hood means state, condition or quality of
Remember Syllable division rules when teaching words with prefixes and suffixes.
Have the students do the syllable division routine.
This will help the students to find the base word or the root word.
Base word: the word can stand alone as a word : impolite polite (base word)
Root word: the word can not stand alone as a word: improbable prob (root word) from latin probabilis (cannot stand
alone without prefix or suffix)
Week Eight: Word Analysis
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare the students for 4th grade/Latin roots:








Sentences where the students have the base word or root and have to decide what suffix to use.
Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence based on the
meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or angry. The
boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point of relation to sea
level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with different root and
base words.
Remember to review syllable types.
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 23
Suffix ate:
dedicate
educate
abbreviate
deviate
integrate
liquidate
punctuate
complicate
investigate
circulate
dictate
locate
migrate
operate
refrigerate
duplicate
graduate
calculate
regulate
Suffix ment:
payment
agreement
investment
engagement
government
achievement
adjustment
advertisement
amazement
amusement
nourishment
punishment
replacement
entertainment
excitement
commitment
improvement
Suffix hood:
Knighthood
brotherhood
neighborhood
adulthood
sisterhood
childhood
parenthood
boyhood
statehood
livelihood
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency
Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension: The comprehension standards from this point on should have been mastered and are for spiral
review. Any previously taught standard may be assessed on the benchmark test.
Week Eight: Fluency and Comprehension skills for mastery
Week Eight Focus: RL 3.5 and RI 3.8
 Learning Targets for the week:
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.


Students must explain how the parts of a text are arranged to progressively develop events and ideas.
Students must reference parts of stories, dramas, and poems when writing or speaking about a text.
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).

Students must determine whether the connection between particular sentences and paragraphs in a text
is a comparison, cause/effect or sequential order.

Students must describe how the logical connection between particular sentences and paragraphs in a
text help the reader understand the author's points.
Standard Vocabulary: RL.3.5







chapter
drama
paragraph
poem
scene
stanza
verse
Standard Vocabulary: RI.3.8





cause/effect
comparison
first/second/third
logical connection
sequential order
3rd nine weeks - 24
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Eight Focus: L.3.4c – Root words as clues
 Learning Targets for the week:
Week Eight: Language skills for mastery
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).




Students must know and define grade appropriate root words.
Students must identify the root word within an unknown word.
Students must connect known root words to unknown words with the same root.
Students must determine the meaning of an unknown word using the connection to a known
root word.
Standard Vocabulary:


base/root word
unknown word
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards,
but students have to be able to identify and apply.






Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 25
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name (parts
of speech, parts of a
sentence, phrases
and clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate
Week 9 Third Nine Weeks
Word Analysis:
Continue to review the syllable types throughout all phonics lessons.
 Learning Target: Suffix: -tude, Prefix: ex

The suffix- tude: noun- condition, sate, or quality of
The prefix ex-: out of, from, thoroughly
Base word: the word can stand alone as a word : impolite polite (base word)
Root word: the word can not stand alone as a word: improbable prob (root word) from latin
probabilis (cannot stand alone without prefix or suffix)
When looking at words you can use the dictionary online or http://www.etymonline.com
Tell students you are learning the affixes with them.
Word Work ideas for affixes (prefixes and suffixes) this helps prepare students for 4th grade/Latin roots:
Week Nine: Word Analysis








Sentences where the students have the base word or root and have to decide what suffix to use.
Change Mars to fit this phrase: The ________lives on mars. Martian
Give sentences using the word with the suffix and the students finish the sentence based on the
meaning. Give the definition first.: Irritate: means to make someone annoyed, impatient or
angry. The boy’s mom was irritated because ____________.
Completing sentences a different way: Altitude means the height of an object or point of relation
to sea level. What effects can Mt. Everest’s altitude have on …?
Review parts of speech: The verb that means to struggle: agonize
Review previous suffixes with base words and roots to see how the meanings change.
Students can use the words with the suffixes in sentences.
Students can break down words American: one who is from America
Students can build words using the prefixes and suffixes previously learned with different root
and base words.
Remember to review syllable types
With multi-syllable words you will have the schwa vowel sound in syllables.
Linguistically, schwa is an unaccented vowel sound. The symbol used to represent it looks like ǝ
Explicit Teaching of the rule:
 What is a syllable?
 Every syllable has to have a vowel
Syllable Division routine:
 How many vowels are there? (How many syllables?)
 Mark the vowels.
 How many consonants are after or between the vowels?
 Mark the consonants.
 Where will you divide? (if a multi-syllabic word)
3rd nine weeks - 26
Resources
Suffix -tude:
solitude
aptitiude
multitude
solitude
gratitude
attitude
latitude
longitude
magnitude
servitude
Prefix ex-:
expedite
exalt
exclusion
excise
exception
excerpt
excavate
excel
exempt
exhale
expel
Vocabulary: 4-5 Words per week for direct instruction: Pick Tier 2 words from text you are reading this week
(see attachment for vocabulary routine)
Fluency: Read with fluency from a variety of texts. (rate, expression, accuracy)
Comprehension:
Week Nine Focus: RL 3.5 and RI 3.5
Week Nine: Fluency and Comprehension skills for mastery
 Learning Targets for the week:
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.
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Students must explain how the parts of a text are arranged to progressively develop events and ideas.
Students must reference parts of stories, dramas, and poems when writing or speaking about a text.
RI 3.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
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Students must use synonyms and relevant descriptive words to generate key words.
Students must use key words while conducting text and Internet searches to locate information relevant to
a topic quickly and efficiently.
Students must use sidebars and hyperlinks to locate relevant information quickly and efficiently.
Students must explain how text features and search tools help readers navigate the text and locate
additional information relevant to a topic.
Students must determine whether information is relevant to a given topic.
Students must choose the appropriate text feature or search tool to complete a task efficiently.
Students must evaluate how text features connect to the greater text.
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Standard Vocabulary: RL.3.5
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chapter
drama
paragraph
poem
scene
stanza
verse
Standard Vocabulary: RI.3.5
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3rd nine weeks - 27
diagram
efficiently
hyperlinks
illustration
Internet
key words
relevant
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search engine
search tools
sidebars
synonyms
text features
timeline
Language: Not taught in isolation
Mentor Sentence
Suggestion: Teach grammar through mentor sentences and mini lessons through writer’s
workshop.
Week Nine Focus: L.3.6
 Learning Targets for the week:
L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
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Week Nine: Language skills for mastery
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Students must acquire and accurately use grade-appropriate general academic words and
phrases (common to written tests/Tier II words and phrases).
Students must acquire and accurately use grade-appropriate domain-specific words and
phrases (specific to a particular field of study/Tier III words).
Students must know spatial relationships show "where" the subject of a sentence is or
"where" the action is taking place (e.g., The boy stood in front of the store.)
Students must acquire and accurately use grade-appropriate general academic and domain
specific words and phrases that signal spatial (space) relationships (e.g., in front of, above,
between, nearby).
Students must know temporal relationships express time (e.g., She went on vacation from
July to August).
Students must acquire and accurately use grade-appropriate general academic and domain
specific words and phrases that express time (e.g., from-to, since, during, within).
Students must accurately use verb tense to denote temporal relationships (e.g., playing,
played, will play).
Students must evaluate words for accurate usage.
Standard Vocabulary:
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action
domain-specific words/phrases
general academic words/phrases
spatial (space) relationships
subject
temporal (time) relationships
tier II words/phrases
verb
verb tense
Learning Targets for the year:
Throughout the year you have to spiral review these standards. You will add to these standards, but
students have to be able to identify and apply.
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Students must know a noun names a person, place, thing or idea. L.3.1 a
Students must know a pronoun is a word used in place of a noun or another pronoun. L.3.1 a
Students must know that a verb expresses an action, a condition, or a state of being. L.3.1 a
Students must know an action verb expresses action. L. 3.1 a
Students must know an adjective modifies a noun or pronoun. L.3.1 a
 Students must know an adverb modifies a verb, an adjective, or another adverb. L.3.1 a
3rd nine weeks - 28
Routine: Choose a
sentence from a
Mentor text of the
week.
Monday: Invitation
to Notice and
Wonder
Tuesday: Invitation
to Label/Name (parts
of speech, parts of a
sentence, phrases
and clauses)
Wednesday:
Invitation to Revise
Thursday: Invitation
to Imitate