Download Third Grade :: ELA Curriculum Guide Unit 1

Third Grade :: ELA Curriculum Guide
Unit 1 :: Weeks 1-3
Introduction to Literature
Essential Questions: How do the characters’ actions affect the sequence of the story? How does identifying characters’ traits, feelings,
and motives influence my understanding of what happens in the story?
Reading for Literature
CCSS Literature
Literature Outcomes (I can...)
Content
Power Standards:
RL 3.3
Wonders Resources
Key Ideas and Details
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.
Supporting Standards:
Integration of Knowledge and Ideas
RL 3.7
Explain how specific aspects of a text's
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize
aspects of a character or setting).
Craft and Structure
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.
 I can identify characters within a story.
 I can differentiate between the main characters and
supporting characters.
 I can explain how character traits, motivations, or
feelings relate to the sequence of events in the story.
 I can identify character traits.
 I can sequence the main events of the story.
 I can relate the characters actions to the sequence of
the story.
 I can summarize the beginning, middle, and end of
the story.
RL 3.7
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I can make predictions from illustrations.
I can infer characters feelings through illustrations.
I can identify the mood of a character or setting.
I can explain how illustrations relate to the words in
the story and contribute to the mood of the character
or setting.
RL 3.5
 I can refer to parts of a story (chapters, etc.) to
describe how the story is structured.
 I can identify parts of a drama/play.
 I can refer to the parts of a drama/play (scenes) to
describe how the drama is structured.
 I can identify a poem.
 I can refer to the parts of a poem (stanza/verses) to
describe how the poem is structured.
 StartSmart Story
 Unit 1.1 -- Bruno’s New Home and Wolf
 Unit 1.2 – The Dream Catcher
Additional Resources
 Non-fiction dream catcher resources with instructions
on how to make a dream catcher -- http://www.dreamcatchers.org/make-dream-catchers-kids.php
 ReadWorks.org (Culture)
 Chrysanthemum -- http://thegoodlifelindsay.blogspot.com/2012/08/all-about-charactertraits.html;
http://www.inspiremeasap.blogspot.com/2013/05/com
mon-core-with-camilla-cream-and.html
 A Bad Case of Stripes http://www.storylineonline.net/a-bad-case-of-stripes/;
http://www.teacherspayteachers.com/Product/Commo
n-Core-with-Camilla-Cream-FREEBIE-877534
 The Three Little Pigs -http://learnzillion.com/lessons/2002-describe-acharacters-traits-using-clues-in-the-illustrations
 Stand Tall Molly Lou Mellon -http://www.okaloosaschools.com/files/schooldistrict/Common%20Core/ES_Exemplars_9.13/Close
%20Read-1st-Stand%20Tall%20Molly%20Lou.pdf;
http://www.bedford.k12.mi.us/~mre/Book%20of%20th
e%20Month%20pdfs/bommollylou.pdf
 The Stories Julian Tells -http://3rdgrade.pbworks.com/w/page/928888/The%20
Stories%20Julian%20Tells;
http://www.jefferson.k12.ky.us/departments/gheens/C
urriculum%20Maps/LiteracyElem/2012_13/3rd%20Gr
ade%20Unit%20Weeks%2016%20FINAL%20in%20PDF%20ALL.pdf
 Tennessee Common Core Reading Unit for Grades
K-1—Life Cycles (tncore.org)
Writing
CCSS Writing
Writing Outcomes (I can...)
Power Standards:
W 3.3
Text Types and Purposes
W 3.3
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W 3.3a
Establish a situation and introduce a narrator
and/or characters; organize an event sequence
that unfolds naturally.
W 3.3b
Use dialogue and descriptions of actions, thoughts,
and feelings to develop experiences and events or
show the response of characters to situations.
W 3.3c
Use temporal words and phrases to signal event
order.
W 3.3d
Provide a sense of closure.
Supporting Standards:
Production and Distribution of Writing:
W 3.4
With guidance and support from adults, produce
writing in which the development and organization
are appropriate to task and purpose. (Gradespecific expectations for writing types are defined
in standards 1-3 above.)
 I can identify elements of a story.
 I can create the elements of a story to establish a
situation that introduces a narrator and/or characters
and organize events in a naturally sequence.
 I can write complete sentences.
 I can organize events in sequence.
 I can demonstrate the appropriate use of quotation
marks as used in character dialogue.
 I can develop the use of character dialogue in a
narrative piece.
 I can describe the actions, thoughts, and feelings of
the characters to show their experiences and how
they respond to events in the story.
 I can use time-order words and phrases to
demonstrate sequential order of events.
 I can use transition words in writing.
 I can create a topic sentence, supporting sentences,
and closing sentence.
 I can write an appropriate group of sentences to
provide closure to the narrative story.
Content
 http://northernenglishpowell.wikispaces.com/file/view


/PersonalNarrativeDetailedLessons.pdf
Write from the Beginning
Tennessee Common Core Reading Unit for Grades
K-1—Life Cycles (tncore.org)
W 3.4
 I can produce writing (with guidance and support)
that is organized to a specific task and/or purpose
(topic).
Language
CCSS Language
Power Standards:
Conventions of Standard English:
L 3.1a
Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
Outcomes (I can...)
 I can identify nouns as a person, place, or thing.
 I can explain the function of nouns and their purpose
in a sentence
 I can form plural nouns.
 I can differentiate between common and proper
nouns.
 I can identify subject in a sentence.
 I can form and use regular plural nouns.
Content
 School House Rock -https://www.youtube.com/watch?v=Qk4N5kkifGQ
 BrainPopJr.com
 Wonders—fluency passages – identify the nouns
 Magazines (cut/paste) nouns sort
 Noun scavenger hunt -http://pitnerm.blogspot.com/2013/12/its-noun-huntfreebie.html
Supporting Standards:
Conventions of Standard English:
L 3.1b
Form and use regular and irregular plural nouns.
L 3.1c
Use abstract nouns (e.g., childhood).
L 3.2a
Capitalize appropriate words in titles.
 I can identify abstract nouns.
 I can use abstract nouns.
 I can capitalize appropriate words in titles.
 I can identify real-life connections between words
and their use (e.g. describe people who are friendly
or helpful).
Vocabulary Acquisition and Use
L 3.5b
Identify real-life connections between words and
their use (e.g., describe people who
are friendly or helpful).
 Noun or not a noun -http://www.harcourtschool.com/activity/basketball/inde
x.html
 Irregular plural nouns -http://pitnerm.blogspot.com/2012/04/fishy-nounsfreebie.html
 Plural Nouns -http://pitnerm.blogspot.com/2012/12/the-stockingswere-hungplurals-freebie.html
 Merry-Go-Round: A Book About Nouns by Ruth Heller
 If You Were A Noun by Michael Dahl
 A Mink, a Fink, a Skating Rink by Brian P. Cleary
 A Lime, a Mime, a Pool of Slime by Brian P. Cleary
Speaking and Listening
CCSS Speaking and Listening
Power Standards:
Comprehension and Collaboration:
SL 3.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and
texts, building on others' ideas and expressing their
own clearly.
SL 3.1a
Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
SL 3.1b
Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the
topics and texts under discussion).
SL 3.1c
Ask questions to check understanding of
information presented, stay on topic, and link their
comments to the remarks of others.
SL 3.1d
Explain their own ideas and understanding in light
of the discussion.
Presentation of Knowledge and Ideas:
SL 3.6
Speak in complete sentences when appropriate to
task and situation in order to provide requested
Outcomes (I can...)
 I can meet with a group and execute a discussion
based on the assigned materials that I have read
and studied.
 I can build on information that has been presented in
a group discussion.
 I can follow the rules that have been agreed upon
for a discussion (e.g. gaining the floor in respectful
ways; listening to others with care; speaking one at
a time about the topics and texts under discussion).
 I can check my understanding of information
presented in a group by asking questions.
 I can stay on a topic.
 I can connect my comments to the ideas of others.
 I can explain my ideas and understanding of the key
ideas expressed in the discussion.
 I can respond to others in complete sentences to
provide details and/or clarification.
Content
 Accountable talk posters -http://arockytopteacher.blogspot.com/2013/06/accoun
table-talk.html
detail or clarification. (See grade 3 Language
standards 1 and 3 here for specific expectations.)
Third Grade :: ELA Curriculum Guide
Unit 1 :: Weeks 4-6
Introduction to Informational Text
Essential Questions: How can I use key details/evidence from the text to ask and answer questions before, during, and after reading to
show understanding?
Reading for Informational Text
CCSS Literature
Literature Outcomes (I can...)
Content
Power Standards:
RI 3.2
Wonders Resources
Key Ideas and Details:
RI 3.2
Determine the main idea of a text; recount the key
details and explain how they support the main idea.
 I can determine the main idea of a passage.
 I can identify the supporting details and describe
how they support the main idea of a passage.
 Unit 1.5 – A Natural Beauty, A Mountain of History,
and A Landmark Street
 Unit 1.5 Leveled Reader: The National Mall
Supporting Standards:
RI 3.7
Integration of Knowledge and Ideas:
RI 3.7
Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and
how key events occur).
 I can use information from maps, charts,
illustrations, and words in a text to show that I
understand where, when, why, and how important
events occur.
Additional Text Resources
 Wordless books

Sidewalk Circus by Paul Fleischman

Home by Jennie Baker
 The Last Laugh by Jose Aruego
 A Drop of Water: A Book of Science and Wonder
(Wick)
 A Drop Around the World (McKinney)
 What the World Eats (S’Aluisio & Menzel)
 Social Studies TE – Main Idea p.
6,28,48,62,144,160
 Common Core Curriculum Maps (Unit 1, Unit 2, Unit
5)
Online Resources
 mini lesson and practice –
http://www.beaconlearningcenter.com/WebLesson
s/GetTheIdea/default.htm
 mini lesson and quiz –
http://www.manatee.k12.fl.us/sites/elementary/sam
oset/rcmi1.htm
 mini quizzes –
http://www.manatee.k12.fl.us/sites/elementary/sam
oset/mainideaprac.htm
 short passages with 2-3 questions –
http://www.harcourtschool.com/activity/trophies/rsr/
build1/RR_e_3_19.htm
 mini lesson, passage, and questions –
http://www.studyzone.org/testprep/ela4/h/mai
nideap3.cfm
 Four question quiz –
http://www.quia.com/quiz/259834.html
 Main idea lesson using The Great Kapok Tree by
Lynne Cherry –
https://www.teachervision.com/skill-builder/lessonplan/48709.html
 Main idea song: tune of “He’s Got the Whole
World” The three verses just repeat… then end
st
with 1 line : 1. I’ve got the main idea in my hand;
2. I’ve got the most important thing in my palm; 3.
I’ve got the details on the fingers of my hand
 Main Idea song –
http://www.flocabulary.com/main-idea/:
 Main Idea PowerPoint –
www.slideshare.net/debbiewomble/main-idea-anddetail-power -point
 BrainPopJr.com http://www.brainpopjr.com/readingandwriting/comp
rehension/mainidea/preview.weml
 Readworks.org – Non-fiction passages: Leading
Lady, Trouble in the Amazon, and Saving
Hawaiian Sea Monks
 FCRR Main idea graphic organizers
http://www.fcrr.org/curriculum/PDF/G2-3/23Comp_2.pdf
 Nonfiction pyramid for main idea/detail http://www.readwritethink.org/files/resources/printo
uts/nonfiction-pyramid.pdf
 QAR’s for Zoom by Istvan Banyai's –
http://www.readwritethink.org/files/resources/lesso
n_images/lesson370/pqar.pdf Full lesson plan:
http://www.readwritethink.org/classroomresources/lesson-plans/applying-question-answerrelationships-370.html
 Introduction to Narratives using comics –
http://www.readwritethink.org/classroomresources/lesson-plans/comics-classroomintroduction-narrative-223.html
 www.edhelper.com/MainIdea.htm
 www.k12reader.com/subject/main-ideaworksheets/
 http://teacher.scholastic.com/reading/bestpractices
/vocabulary/pdf/sr_allgo.pdf
 www.helpteaching.com/questions/Main_Idea/Grad
e_3
Writing
CCSS Writing
Writing Outcomes (I can...)
Power Standards:
W 3.3
 I can write narrative story with correct sequencing.
Wonders Resources
W 3.3a
 I can sequence my writing with a beginning, middle,
and end.
 I can add descriptive details to my narrative writing.
Online Resources
Text Types and Purposes
W 3.3
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W 3.3a
Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
W 3.3b
Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
W 3.3c
Use temporal words and phrases to signal event order.
W 3.3d
Provide a sense of closure.
W 3.3b
 I can identify what a narrator is and who the
characters are.
 I can use quotation marks correctly.
 I can write a story, real or imagined, in sequence
using vivid details.
 I can introduce the narrator/main character in the
beginning of my story.
 I can use dialogue to show how a character
responds to situations.
W 3.3c
 I can use time order words in my writing to show the
sequence of events.
W 3.3d
 I can write an effective ending to a narrative story.
Supporting Standards:
Production and Distribution of Writing:
W 3.4
With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose. (Grade-specific
expectations for writing types are defined in standards
1-3 above.)
Content
 Unit 1.1 – Bruno’s New Home
 Writer’s Workspace – Personal Narrative Guide
and #11 Expert Example
 Two Bad Ants – Read and Writing Prompt found
under Tncore.org resources for third grade.
 PowerPoint on narrative writing –
http://mrsheathsclass.weebly.com/narrativewriting.html (scroll to bottom of the page.) Lesson
on introducing narrative writing through comics
 http://www.readwritethink.org/classroomresources/lesson-plans/comics-classroomintroduction-narrative-223.html
 Printable organizer –
https://www.teachervision.com/tv/printables/scottfo
resman/read_3_U1_WP.pdf
 BrainPopJr.com – writing a short story
http://www.brainpopjr.com/readingandwriting/writi
ng/shortstory/preview.weml
 Story Starters –
http://www.scholastic.com/teachers/storystarters/fantasy-writing-prompts/
 Brainpopjr.com- Sequence
 Grammar Song – My Personal Narrative
 Make a Splash! Using Dramatic Experience to
“Explode the Moment” -http://www.readwritethink.org/classroomresources/lesson-plans/make-splash-usingdramatic-1128.html
Teacher Resources
 Common Core Curriculum Maps (Unit 1, Unit 2)
 Getting to the Core of Writing by Gentry, McNeel
and Wallace-Nesler ISBN 978-14258-0917-1
 Razzle Dazzle Wrting by Forney ISBN 0-92989548-7
 Small Moments: Personal Narrative Writing by:
Lucy Calkins and Abby Oxenhorn
Language
CCSS Language
Outcomes (I can...)
Content
Power Standards:
L 3.1a
 I can identify the simple and complete
verb/predicate in a sentence.
 I can identify action and linking verbs.
Scott Foresman Resources
Conventions of Standard English:
L 3.1a
Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions
in particular sentences.
Conventions of Standard English:
L 3.1f
Ensure subject-verb and pronoun-antecedent
agreement.*
Supporting Standards:
Conventions of Standard English:
L 3.2a
Capitalize appropriate words in titles.
Conventions of Standard English:
L 3.1d
Form and use regular and irregular verbs.
Conventions of Standard English:
L 3.1e
Form and use the simple (e.g., I walked; I walk; I will
walk) verb tenses.
Conventions of Standard English:
L 3.1h
Use coordinating and subordinating conjunctions.
Conventions of Standard English:
L 3.2e
Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
L 3.1f
 I can write sentences using correct subject-verb
agreement.
L 3.2a
 I can correctly write titles.
L 3.1d
 I can write regular and irregular verbs.
.
L 3.1e
 I can identify and use verb tenses (past, present,
and future).
L 3.1h
 I can correctly use conjunctions.
L 3.2e
 I can identify base words and suffixes.

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Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
The Grammar and Writing Book - p. 224-227
(Titles)
 The Grammar and Writing Book – p. 194-197
Text Resources
 Come On, Rain by Karen Hesse
 The Great Fuzz Frenzy by Janet Stevens and
Susan Stevens Crummel
 Heat Wave by Eileen Spinelli
 Mr. Duck Means Business by Tammi Sauer
 Over and Under the Snow by Kate Messner
 Arrowhawk by Lola M. Schaefer
 Crickwing by Jane Canon
 To Root a Toot to Parachute: What is a Verb? By
Brian Cleary
 Noun and Verbs Have a Field Day by Robin Pulver
 Kites Sail High: A Book About Verbs by Ruth
Heller full lesson plan -http://www.readwritethink.org/classroomresources/lesson-plans/identifying-classifyingverbs-context-788.html
 Wiggle, Jiggle, Prance by Sally Noll
 Fantastic! Wow! And UnReal! A Book About
Interjections and Conjunctions (Heller)
Online Resources
 Verb practice sheets http://www.k12reader.com/subject/grammar/partsof-speech/verb-worksheets/
 Verb PowerPoint – Introducing identifying verbs
ppt
 Action verbs practice ppt. www.lexington1.net/technology/instruct/ppts/LAp
pts/.../Verbs-action.ppt
 Brainpopjr. – Verbs -http://www.brainpopjr.com/readingandwriting/word
/verbs/preview.weml
 Verb Tenses http://www.brainpopjr.com/readingandwriting/word
/tenses/preview.weml
 Angry Verbs – Teacherpayteachers.com –
activities practicing action and linking verbs
Additional Resources


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


Play Simon Says
Read Wiggle, Jiggle, Prance by Sally Noll and
students can act out the different verbs in the
book.
Action Verb Charades- educationworld.com
Dance to the Action Verbs – The Verb Rap
Song
Irregular Verbs Raplarryferlazzo.edublogs.org
Action Verb Online Games: Pbskids.org and
Eduplace.com
Speaking and Listening
CCSS Speaking and Listening
Power Standards:
Comprehension and Collaboration:
SL 3.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own
clearly.
SL 3.1a
Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore
ideas under discussion.
SL 3.1b
Follow agreed-upon rules for discussions (e.g., gaining
the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts
under discussion).
SL 3.1c
Ask questions to check understanding of information
presented, stay on topic, and link their comments to the
remarks of others.
SL 3.1d
Explain their own ideas and understanding in light of
the discussion.
Outcomes (I can...)
Content
Presentation of Knowledge and Ideas:
SL 3.6
Speak in complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification. (See grade 3 Language standards 1 and
3 here for specific expectations.)
Third Grade :: ELA Curriculum Guide
Unit 1 :: Weeks 7-9
Developing Literature
Essential Questions: How do the characters’ actions affect the sequence of the story? How does identifying characters’ traits, feelings,
and motives influence my understanding of what happens in the story?
Reading for Literature
CCSS Literature
Literature Outcomes (I can...)
Power Standards:
RL 3.2
Key Ideas and Details:
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.




I can determine the theme or lesson of a folktale.
I can determine the theme of historical fiction.
I can retell stories from diverse cultures.
I can figure out the lessons or morals of the stories
I have read.
Content
Wonders Resources
 Unit 2.1 – Anansi Learns A Lesson, Roadrunner’s
Dance
 Unit 2.2 – Sailing to America
Additional Text Resources
 http://teacher.scholastic.com/lessonplans/unit_ances
tors_books.htm
 Lily and Miss Liberty Lexile 550
 The Story of the Three Little Pigs
 Recount key events using illustrations Wonders Unit
2, Week 1 RWW, Anthology, and Leveled Readers
 Readworks.org Theme and Character Unit Lessons
 The Butterfly by Patricia Polacco
 Everything on a Waffle by Polly Horvath
 Books with Main Idea
 The Carrot Seed by Ruth Kruss
 Dogs in Space by Nancy Coffelt
 Exploring the Titantic by Robert Ballard
 Henry and Mudge by Cynthia Rylant
 Uncle Willie and Soup Kitchen by Dyanne
Disalvo-Ryan
 The Important Book
 Chair for My Mother by Williams
 Great Kapok Tree by Cherry
 Books with Character Traits
 The Eagle and the Wren by Jane Goodall
 Koala Lou by Mem Fox
 Chrysanthemum by Kevin Henkes
 Amber Was Brave, Essie Was Smart by
Williams
 Amelia Bedelia by Peggy Paris
 Ann’s First Day by Contance Andrea Kermes
 Babe the Gallant Pig by Dick King-Smith
 A Bit More Bert by Allan Ahlberg
Supporting Standards:
Key Ideas and Details
RL 3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL 3.3
 I can determine a character’s traits through their
words, actions, and thoughts.
 I can describe characters in stories.
 I can explain how character’s actions affect the
story’s plot.
Integration of Knowledge and Ideas
RL 3.7
Explain how specific aspects of a text's illustrations
contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character
or setting)
RL 3.7
Craft and Structure
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 s
uccessive part builds on earlier sections.
RL 3.5
 I can use illustrations to determine a character’s
traits.
 I can explain how the author uses illustrations to
help the meaning of a story.
 I can write and talk about how new parts of fiction
build on previous parts.
 Chester’s Way by Kevin Henkes
 Dancing in the Wings by Debbie Allen
 Fox at School by Edward Marshall
 Frog and Toad by Arnold Lobel
 The Hundred Dresses by Eleanor Estes
 Knots on a Counting Rope by Bill Martin
 Madeline by Ludwig Bemelans
 Nate the Great by Sharmat Weinman
 The Real Thief by William Steig
 Sarah Plain and Tall by Patricia Maclachlan
 Strega Nona by Tomie dePaola
 Fables, Folktales, and Myths from your library
Online Resources
 BrainPopJr. -http://www.brainpopjr.com/readingandwriting/compre
hension/mainidea/preview.weml
 http://www.harcourtschool.com/activity/book_buddy/r
osie/skill_pre.html
 ReadWorks.org Passages:
 Casey Saves the Play
 Caught in a Lie
 Lost Treasure
 The Great Escape
 The Hiking Trip
 Sequencing Activities -http://www.quia.com/pages/sequencingfun.html
 Multiple Skills and Practice-http://www.harcourtschool.com/menus/trophies/activi
ties/test_tutor/grade3.html
Social Studies/Science Integration
 Integrate social studies standard 3.40 3.40
 Use timelines, primary sources, and historical
passages to summarize the history of a region,
including events, inventions/inventors, artists,
writers, and political figures.
 Suggestions are as follows: Olympics in Ancient
Greece, Roman Empire, monarchies, European
discovery of the New World, historical
narratives of major European immigrant groups
and their journeys to America, and current
events.
Writing
CCSS Writing
Writing Outcomes (I can...)
Content
Power Standards:
W 3.1
Wonders Resources
Text Types and Purposes:
W 3.1
Write opinion pieces on topics or texts, supporting a
point of view with reasons.
Text Types and Purposes:
W 3.1a
Introduce the topic or text they are writing about, state
an opinion, and create an organizational structure that
lists reasons.
Text Types and Purposes:
W 3.1b
Provide reasons that support the opinion.
Text Types and Purposes:
W 3.1c
Use linking words and phrases
(e.g., because, therefore, since, for example) to
connect opinion and reasons.
Text Types and Purposes:
W 3.1d
Provide a concluding statement or section.
Supporting Standards:
Production and Distribution of Writing:
W 3.4
With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose. (Grade-specific
expectations for writing types are defined in standards
1-3 above.)
Research to Build and Present Knowledge:
W 3.7
Conduct short research projects that build knowledge
about a topic.
Research to Build and Present Knowledge:
W 3.8
Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
 I can write an opinion piece with support for the
point of view.
 I can use linking words and phrases to connect my
opinions in my writing.
 I can research a topic and produce a piece of
writing based on my research.
 Unit 2.2
 Wonders Teacher’s Edition - Unit 3 – p.T352
 Wonders Unit 2 week 2 TE pg T97 Write About
Reading
 Wonders Unit 2 week 1 TE pg T33, 34-35 RWW pg
112-113
 Wonders Unit 2 week 1 TE pg. T 31 Text
Connections
 Wonders Unit 2 week 2 TE pg T96 Research and
Inquiry
 Wonders Unit 2 week 1 TE pg T30 Research and
Inquiry project (W 3.7)
Online Resources
 Writing Prompt with Teaching Plan
http://achievethecore.org/page/503/common-coreargument-opinion-writing-list-pg
 Opinion Writing Lessons
 http://learnzillion.com/lessonsets/162-3rd-gradeargumentative-writing-opinion-essay-1
 www.learnzillion.com ELA Opinion Wiriting Evidence
Based Opinion Writing in response to “The Story of
Peter Rabbit”
Teacher Resources
 The Common Core Writing Book by Gretchen Owocki
 6+1 Traits of Writing by Ruth Culham
Language
CCSS Language
Outcomes (I can...)
Content
Power Standards:
L 3.1a
Scott Foresman Resources
Conventions of Standard English:
L 3.1a
Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions in
particular sentences.
 I can identify pronouns and use them correctly in
complete sentences.
 Lesson 16
 Lesson 17
 Lesson 18
L 3.1f
 I can write sentences with correct pronoun verb
agreement.
Wonders Resources
Conventions of Standard English:
L 3.1f
Ensure subject-verb and pronoun-antecedent
agreement.*
L 3.2c
Online Resources
Conventions of Standard English:
L 3.2c
Use commas and quotation marks in dialogue.
L3.4a
 I can use context clues to determine the meaning
Supporting Standards:
 I can use commas and quotation marks in my
writing.
of a word or phrase.
Vocabulary Acquisition and Use:
L 3.4a
Use sentence-level context as a clue to the meaning of
a word or phrase.
 Wonders Unit 5 Grammar Lessons
 Wonders Building Vocabulary Unit 2 week 1
 www.learnzillion.com ELA Language L 3.1A, L 3.1F
 Pronoun-Antecedent Interactive Game
http://www.gotkidsgames.com/hom/pronounAgree.ht
ml
 Pasta Quotations
http://www.pinterest.com/pin/53761789276600836/
 Quotation Poem
http://www.pinterest.com/pin/53761789274367054/
Speaking and Listening
CCSS Speaking and Listening
Power Standards:
Comprehension and Collaboration:
SL 3.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own
clearly.
SL 3.1a
Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore
ideas under discussion.
Outcomes (I can...)
Content
SL 3.1b
Follow agreed-upon rules for discussions (e.g., gaining
the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts
under discussion).
SL 3.1c
Ask questions to check understanding of information
presented, stay on topic, and link their comments to the
remarks of others.
SL 3.1d
Explain their own ideas and understanding in light of
the discussion.
Presentation of Knowledge and Ideas:
SL 3.6
Speak in complete sentences when appropriate to task
and situation in order to provide requested detail or
clarification. (See grade 3 Language standards 1 and
3 here for specific expectations.)
Standards that are ongoing throughout the year:
Key Ideas and Details:
RL 3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
Key Ideas and Details:
RI 3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
Conventions of Standard English
L 3.1i
Produce simple, compound, and complex sentences.
Range of Reading and Level of Text Complexity:
RL 3.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of
the grades 2-3 text complexity band independently and
proficiently.
Range of Reading and Level of Text Complexity:
RI 3.10
By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and
proficiently.
Phonics and Word Recognition:
RF 3.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
RF 3.3a
Identify and know the meaning of the most common
prefixes and derivational suffixes.
RF 3.3b
Decode words with common Latin suffixes.
RF 3.3c
Decode multisyllable words.
RF 3.3d
Production and Distribution of Writing:
W 3.5
With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to
and including grade 3 here.)
Fluency
RF 3.4
Read with sufficient accuracy and fluency to support
comprehension.
RF 3.4a
Read grade-level text with purpose and understanding.
RF 3.4b
Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive
readings.
RF 3.4c
Use context to confirm or self-correct word recognition
and understanding, rereading as necessary
Read grade-appropriate irregularly spelled words.