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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 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 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. 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. 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. Standard Vocabulary: RL.3.5 chapter drama paragraph poem scene stanza verse Standard Vocabulary: RI.3.5 3rd nine weeks - 27 diagram efficiently hyperlinks illustration Internet key words relevant 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). Week Nine: Language skills for mastery 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: 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. 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