CURRICULUM MAPPING
Subject: Reading
Grade: Third
Enrichment Curriculum:
The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to
motivate and stimulate the academic and creative talents of all students, and to encourage
higher order questioning and critical thinking in the learning process.
Essential Skills
Provide opportunities for real-world investigations and experiences
Encourage fluency, flexibility, originality, and elaboration through open-ended
classroom activities and products
Provide opportunities for creative problem solving and divergent thinking
techniques
Provide opportunities for students to connect prior knowledge to new learning
experiences and to establish relationships across disciplines
Integrate creative thinking skills and problem solving strategies with solid
learning content
Provide opportunities for independent and small group projects and
investigations
Emphasis should be placed on students’ interests, learning styles, and strengths
and open-ended problems with multiple solutions or multiple paths to solutions.
Help students transfer abstract thinking into a variety of forms of expression
Use choice in student assignment so students can use their strengths to
demonstrate their knowledge
Provide opportunities for students to use the text to compare and contrast, to
provide responses in their own words, and to identify problems and solutions
presented by the author.
Allow students to write about personal experiences similar to a concept or event
in the selection, describing something that the selection brings to mind, or writing
about how they might place themselves with in the selection.
Student responses should include finding relationships within the selection and
identifying elements and their functions within the text.
Student responses should include making judgments and providing personal
views using support from the text.
Student responses should include composing alternate conclusions and creating
original products that relate to the text.
Use critical thinking prompts to develop, review, or extend conceptual
knowledge, to determine any misunderstandings, to assess student prior
knowledge, and to discover students’ perspectives.
Expose students to words in a variety of contexts
• generating and answering questions that demand higher order thinking
• confronting conflicting ideas and information, problems, or dilemmas;
• exploring and making discoveries;
• conducting systematic inquiries;
• summarizing, reciting, and discussing new ideas and their relationships;
• relating new understandings to other concepts;
• applying new ideas and information in basic problem-solving activities; or
• reflecting and verbalizing about cognitive processes involved in comprehension
Standards
The following Common Core Standards apply to all units below:
RI.3.4- Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
L.3.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.3.3a- Choose words and phrases for effect.
L.3.3b- Recognize and observe differences between the conventions of spoken
and written standard English.
L.3.4- Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b- Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
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 an phrases.
L.3.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
L.3.5b- Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
L.3.5c- Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew believed, suspected, heard, wondered).
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).
I. Unit: Vocabulary
Nonfiction: magazine articles, newspaper articles, journal articles, diary entries,
and textbook entries
A. Content/Essential Questions
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Can the student analyze words and their relationships to the genre or
theme represented?
Can the student recall, understand, and transfer the word meanings?
Can the student supply the vocabulary word’s synonym and antonym?
Can the student demonstrate word associations by applying word
knowledge in a measure of inference, reasoning, perception and
imagination?
Can the student build vocabulary by applying strategies such as: context
clues, analyzing word parts, using roots and affixes?
Can the student deepen his/her understanding of word meaning by
examining relationships between related words and by analyzing
nuances of meaning?
.
B. Skills
The student will be able to:
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Locate and use library resources including: a dictionary and thesaurus to
acquire information, identify synonyms and antonyms, and clarify
meaning of unfamiliar words
Identify and use word parts (i.e. roots, prefixes, suffixes) to determine
word meaning
Utilize prior knowledge to understand ideas, new vocabulary, and new
information
Use text features such as headings and titles to understand and interpret
informational texts.
Analyze information that is implied rather than stated.
Recognize and understand figurative language such as simile, idiom,
analogy and metaphor.
Make inferences based on context
Acquire new vocabulary by reading a variety of texts
*Enrichment Skills
Use open-ended questions that require more than yes/no answers
Utilize probing questions that explore word meanings
Use questions that link ideas
Extend thinking by asking what if questions
Engage in group problem solving to promote collaboration and
conversations
Use sensory experiences to build conceptual understandings and
to develop links to terminology
C. Activities/Procedures
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Direct group instruction
Small group instruction
Independent work
Dramatization
Games
Concept circles, Word squares, Word webs
Practice charts
Enrichment Activities/Resources
Select half of your vocabulary words and write each word on an index
card. Connect two words that go together and tell why. Can you connect all
of your words in pairs?
Select half of your vocabulary words and explain how they are related to
each other. They may be synonyms, antonyms, different shades of meaning,
and so on. Group words together in sets of two, three, or four.
Draw a cartoon strip in which the characters use half of your vocabulary
words. Circle or underline the words.
Work half of your vocabulary words into your conversations this week.
When you do, write down a few lines of the conversation (including the line
with the vocabulary word) so that your teacher can see the context in which
you used the word.
Use half of your vocabulary words in assignments for other classes.
Photocopy the pages before you hand them in, and circle the vocabulary
word on the photocopy.
Recite poems or raps that emphasize word meanings.
Listen and solve vocabulary riddles.
Perform cheers and chants that emphasize vocabulary development.
Use electronic tools to project visual images of vocabulary.
Act out vocabulary word and meanings.
Clip vocabulary cards to the backs of students. As students move around
the room, instruct classmates to provide hints about the meanings of the
words placed on the students. Direct students to verify words with the
teacher.
Create a crossword puzzle for your vocabulary words using
www.abcya.com
Illustrate your vocabulary words. Write the word on the back of each
drawing and see if your classmates can guess the vocabulary word.
Write a silly sentence for each word.
Create a pop-up book illustrating half of your vocabulary words.
D. Resources
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Sadlier Vocabulary Workshop
Our Country and Its Regions-Macmillan/ McGraw
Progress in Math- Sadlier Oxford
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Miami Herald
Scholastic News for Kids
Time for Kids
The Book Of Jewish Holidays, by Ruth Lurie Kozodoy
A Lion to Guard Us, by Clyde Robert Bulla
Vocabulary Through Morphemes, by Susan M. Ebbers
Reading Workshop- Lucy Calkins
Six + One Traits of Writing The Complete Guide– by Ruth Culham
Enrichment Resources
Motivation Reading-Mentoring Minds
iPad app Word Collage
Vocabulary Unplugged by Alana Morris
Miss Alaineus: A Vocabulary Disaster by Debra Frasier
E. Technology
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Vocabularyworkshop.com
Active Board
F. Assessment
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Spelling tests
Writing assessments
Vocabulary Tests
Fairy Tales, Greek Myths, Native American Legends, Midrash Stories, and Aesop
Fables
A. Content/Essential Questions
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Can the student analyze words and their relationships to the genre or
theme represented?
Can the student recall, understand, and transfer word meanings?
Can the student supply the vocabulary word’s synonym and antonym?
Can the student demonstrate word associations by applying word
knowledge in a measure of inference, reasoning, perception and
imagination?
Can the student build vocabulary by applying strategies such as: context
clues and analyzing word parts (i.e. roots and affixes)?
Can the student deepen his/her understanding of word meanings by
examining relationships between related words and by analyzing
nuances of meaning?
B. Skills
The student will be able to:









The student will be able to locate and use library resources, including as
a dictionary and thesaurus to acquire information (i.e. synonyms,
antonyms), and clarify meanings of words
The student will use text features such as headings, and titles to
understand and interpret informational texts
Use word parts (i.e. roots, prefixes, suffixes) to determine meaning of
unknown words
The student will analyze information that is implied rather than stated
Use context clues to determine meaning of unknown words
The student will relate new information to prior knowledge or
experience
The student will recognize and understand figurative language such as
simile and metaphor
The student will make inferences based on context
Acquire new vocabulary by reading a variety of expressions and sayings
(adages and proverbs).
C. Activities/Procedures
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Direct group instruction
Small group instruction
Independent work
Dramatization
Games
Concept circles, Word squares, Word webs
Practice charts
Enrichment Activities/Procedures
Provide students with two folktales that contain common lessons.
Have students read the folktales and identify the lessons. Ask
students to create visuals that represent both folktales and the
common lessons. Use the evidence to clarify misconceptions and
to plan further instruction.
Think of any character from the story. Think of a gift you could
give the character that would suit him/her.
How might the theme of the story compare to a current situation
or event?
Identify one problem in the story and give an alternative solution
not chosen by the author.
D. Resources
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Sadlier Vocabulary Workshop
A Child’s Book of Midrash ,by Barbara Diamond Goldin
Favorite North American Indian Legends edited by Philip Smith
Celebrate Reading- Scott Foresman
Jewish Proverbs
Enrichment Resources
Charles Perrault’s Complete Fairy Tales
The Book of Fables by Will Nickless
Tanglewood Tales and Wonder Book by Nathaniel Hawthorne
Next Spring an Oriole by Gloria Whelan
Eagle Song by Joseph Bruchac
Paddle to the Sea by Clancy Holling
D. Technology
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Vocabularyworkshop.com
Active Board
E. Assessment
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Spelling tests
Writing assessments
Vocabulary tests
Historical Nonfiction, Realistic Fiction, Biography
A. Content/Essential Questions
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B. Skills
Can the student analyze words and their relationships to the genre or
theme represented?
Can the student recall, understand, and transfer the word meanings?
Can the student supply the vocabulary word’s synonym and antonym?
Can the student demonstrate word associations by applying word
knowledge in a measure of inference, reasoning, perception and
imagination?
Can the student build vocabulary by applying strategies such as: context
clues and analyzing word parts (i.e. roots and affixes)?
Can the student deepen his/her understanding of word meanings by
examining relationships between related words and by analyzing
nuances of meaning?
The student will be able to:









Locate and use library resources, including as a dictionary and thesaurus
to acquire information (i.e. synonyms, antonyms), and clarify meanings
of words
Use text features such as headings, and titles to understand and interpret
informational texts
Use word parts (i.e. roots, prefixes, suffixes) to determine meaning of
unknown words
Analyze information that is implied rather than stated
Use context clues to determine meaning of unknown words
Relate new information to prior knowledge or experience
Recognize and understand figurative language such as simile and
metaphor
Make inferences based on context
Acquire new vocabulary by reading a variety of non-fiction materials
C. Activities/Procedures







Direct group instruction
Small group instruction
Independent work
Dramatization
Games
Concept circles, Word squares, Word webs
Practice charts
D. Resources
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Sadlier Vocabulary Workshop
A Lion to Guard Us, by Clyde Robert Bulla
Who Was Series-Grosset and Dunlap
The Missing Gator of Gumbo Limbo, by Jean Craighead George
The Last Egret (The Adventures of Charlie Pierce, Volume 2) by
Harvey E. Oyer III
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Enrichment Resources
Toliver's Secret by Esther Wood Brady
Hope in my Heart by Kathryn Lask
Abner and Me: A Baseball Card Adventure by Dan Gutman
 Vocabulary Unplugged by Alana Morris
 Choice Boards, Tic Tac Toes and Learning Menus
 www.taggalaxy.com (associate your vocabulary words with
pictures)
E. Technology
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Vocabularyworshop.com
Active Board
F. Assessment
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Spelling tests
Writing assessments
Vocabulary tests
II. Unit - Reading
Standards:
The following Common Core Standards apply to all of the units listed below:
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-directed) 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 studies 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.
SL.3.2- Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually
quantitatively, and orally.
SL.3.3- Ask and answer the questions about information from a speaker, offering
appropriate elaboration and detail.
SL.3.4- Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
SL.3.5- Create engaging audio recordings of stories or poems that demonstrate
fluid reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details.
SL.3.6- Speak in complete sentences when appropriate to tasks and situations in
order to provide requested detail or clarification. .
L.3.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.3.3a- Choose words and phrases for effect.
L.3.3b- Recognize and observe differences between the conventions of spoken
and written standard English.
L.3.4- Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b- Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
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 an phrases.
L.3.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
L.3.5b- Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
L.3.5c- Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew believed, suspected, heard, wondered).
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).
Building a Reading Life
A. Content/Essential Questions
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How can readers apply their understanding of vocabulary words to find
meaning in unknown words?
What do good readers do?
How does an author influence meaning?
How does an author further the story by creating conflict?
How do readers contribute to a group?
How do readers have meaningful discussion?
Standards
The following Common Core standards apply to Building a Reading Life:
RF.3.4- Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a- Read on-level text with purpose and understanding
RF.3.4b- Read on-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.
RL.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (literature).
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.
RL.3.4- Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
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.
RL.3.6- Distinguish their own point of view from that of the narrator or those of
the characters.
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.3.10- 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.
RI.3.6- Distinguish their own point of view from that of the author of a text.
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).
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).
RI.3.9- Compare and contrast the most important points and key details presented
in two texts on the same topic.
RI.3.10- By the end of the year, read and comprehend informational texts,
including history/social studies, and technical texts, at the high end of the grades
2-3 text complexity band independently and proficiently.
B. Skills
The student will be able to:
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Determine compound words by applying knowledge of known individual
words.
Read with fluency and accuracy to support understanding.
Determine the meaning of an unknown word, using context clues.
Identify homonyms.
Review types of connections: to self, to text, to world.
Clarify and extend ideas with the focus on linking connections.
Generate meaningful questions to enhance understanding and meaningful
discussion.
Identify the author’s purpose.
Draw inferences and generalizations.
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Identify and summarize point of view.
Ask and respond to questions.
Identify and use thee events important to plot and subplot to create a
summary.
Outline a story’s structure.
Identify different kinds of conflict.
Participate in small and large group discussions through actively listening
and contributing.
Utilize graphs and illustrations to understand what is conveyed by the text.
*Enrichment Skills
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Identify figurative language to find the meanings of words
 Predict logical outcomes based on information in a reading selection
 Describe how the author’s purpose affects the interpretation of a
reading selection
 Summarize information from multiple sources to address a specific topic
 Analyze and describe the characteristics of various types of literature
 Interpret pictures of scenes from the story.
 Explain selected ideas or parts from the story in your own words.
 Predict what could happen next in the story before the reading of the
entire book.
 Explain how the main character felt at the beginning, middle and end of
the story.
 Are there different types of characters? Describe what makes them
different. Create a table of the types of characters there are in the story.
 Is there a character in the story who could be removed without affecting
the plot? Why? Why not? Writer a scene from the book without this
character to demonstrate how this would or would not work.
C. Activities/Procedures
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Mini lessons
Read the text
Small group instruction
1 to 1 instruction
Partner reads and discussions
Record keeping
Charts
Read mentor texts
Personal Narrative
Character Trait Charts
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T-Charts
Enrichment Activities/Procedures
 Pretend you become a character in the story. Who would you become
and why? Is there something about the character’s actions that you
would change or take away? Why?
Write a diary in first person as the character as he/she travels through the
book and analyze the evolution of the character. Compare to an evolution
in your life.
Draw a picture showing what happened before and after a passage or
illustration.
Write a sentence explaining what happened before and after a passage or
illustration.
Write an analysis of two selections, identifying the common theme and
generating a purpose that is appropriate for both.
Construct a pictorial time line which summarizes what happens in the
story.
Pick a scene from the novel and create a comic strip
Write a one page recommendation as to why the novel should or should
not be read. Along with your reasons, cite evidence from the novel to
support your comments.
Design a poster to advertise the novel.
Create a map to illustrate the setting of the novel.
Write a poem about the main character. Illustrate the poem.
Write a paper in which you describe the funniest, saddest, happiest, most
believable, and most unbelievable parts of the novel. Cite examples from
the novel to support your feelings.
Make a diorama depicting a scene from the novel. Write a paragraph to
accompany the diorama.
Additional Learning Specialist Activities/Procedures:
 Venn Diagrams
 Identifying type of question before answering
 Vocabulary review games: charades, build a sentence, telephone,
matching synonyms
 Choral reading
 Reading in character
 Summarizing main idea of chapter in 2-4 sentences
 Sequencing of chapters (review)
 Talmudic pages (story analysis)
D. Resources
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Eleven by Patricia Reilly Giff
Encounter by Ronelle Smith
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Owl Moon by Jane Yolen
Up North at the Cabin by Marsha Wilson Chall
Units of Study for Teaching Reading –Grades 3-5 by Lucy Calkins
Portland Public Schools - Grade 3 Writing – Personal Narratives- Adapted
(http://www.pps.k12.or.us/files/curriculum/Writing_Binder_Grade_3_Sect
ion_3.)
Read Alouds;
o The Tiger Rising by Kate DiCamillo
o Favorite North American Indian Legends (Dover Children’s Thift
Classics)j
o A Child’s Book of Midrash: 52 Jewish Stories from the Sages by
Barbara Diamond Goldin
Summer Reading (incoming third grade):
o The World According to Humphrey by Betty G. Birney
o The Jacket by Andrew Clements
Enrichment Resources
Comprehension Detective – Exercises in Deductive Reasoning
Jacob’s Ladder – Reading Comprehension Program
The Contest: Everest #1 by Gordon Korman
James and the Giant Peach by Roald Dahl
The Miraculous Journey of Edward Tulane by Kate DiCamillo
E. Technology
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Active Board
Computers
Alpha Smarts
F. Assessments
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Teacher observation
Students’ ability to retell a story in sequence
Students’ ability to answer comprehension questions
Students’ responses to questions asked during small group instruction
Students’ ability to write personal narrative in the writing workshop
format
*Enrichment Assessments
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Nearpod app
Teacher Clicker-Socrative app
Following Characters into Meaning
A. Content/Essential Questions
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How do readers make connections with the characters?
How do readers allow the text to revise their image of the character?
How do readers spin what they know into predictions?
How do readers analyze predictions to bring out personalities?
How do readers attend to objects to help reveal characters?
How do readers see the characters through the eyes of others?
What skills promote strong understanding in reading?
How can past experiences affect reading?
Standards
The following Common Core standards apply to Following Characters into
Meaning:
RL.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (literature).
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.3.4- Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
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.
RL.3.6- Distinguish their own point of view from that of the narrator or those of
the characters.
RL.3.9- Compare and contrast the themes, settings, and plots of stories written by
the same author about the same or similar characters (e.g., in books from a series).
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.
RI.3.6- Distinguish their own point of view from that of the author of a text.
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).
B. Skills
The student will be able to:
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
Use prefixes, roots, and suffixes to determine unknown words and
meanings in passages.
Identify and apply synonyms and antonyms in text
Preview by activating prior knowledge
Predict probable outcomes in a story
Determine and develop questions and answers to simple / literal questions.
Clarify and extend ideas orally, given a prompted question with evidence.




Compare and contrast story elements
Identify the following story elements with and without the use of dialogue:
characterization and settings.
Identify the author’s message or theme
Demonstrate understanding in both written and oral responses
*Enrichment Skills


Analyzes the validity and reliability of primary source information and uses the
information appropriately
Selects and uses strategies to understand words and text, and to make and
confirm inferences from what is read, including interpreting diagrams, graphs,
and statistical illustrations
Identify general characteristics (main or implied) of the main characters.
Distinguish what could happen from what couldn't happen in the story in
real life.
parts of the story that were the funniest, saddest, happiest, and most
unbelievable.
Differentiate fact from opinion.
Compare and/or contrast two of the main characters.
Select an action of a main character that was exactly the same as
something the child would have done.
C. Activities/Procedures

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Mini- lessons
Charts
Small groups
Individual conferencing
Independent reading
Literary analysis essay – character
Graphic organizers
Acting and dramatizing character traits and responses
Writing through the voice of the character
Class read-aloud of Tiger Rising and Every Living Thing
Enrichment Activities/Procedures
How does the author’s word choice affect the interpretation of the story?
Is there more than one setting or plot? If so, compare and contrast.
Can you connect the theme to something in our current news, in the world, or
past history?
What does the theme of the story mean to you?
What assumptions did the author (or characters or you) make?
Is there something the author does not say but wants you to understand?
Is there a cause and effect that can be identified?
Did you change your thinking or opinion after finishing the story?
Does the point of view change throughout the story?
Does the point of view affect interpretation of the story/
Why did the author write this book and why did he/she choose this theme?
Justify or critique the conclusion.
Create a story from just the title before the story is read. Use this as a pre-reading
exercise.
Rewrite several new titles for the story.
Advertise the story on a poster to make people want to read it.
Restructure the roles of the main characters to create new outcomes in the story.
Imagine that you are the main character and write a diary account of your daily
thoughts and activities.
Create an original character and weave him/her into the existing story.
Write the lyrics and music to a song that one of the characters would have sung
and perform it.
Additional Learning Specialist Activities/Procedures:
 Venn Diagrams
 Identifying type of question before answering
 Vocabulary review games: charades, build a sentence, telephone,
matching synonyms
 choral reading
 Reading in character
 Summarizing main idea of chapter in 2-4 sentences
 Sequencing of chapters (review)
 Talmudic pages (story analysis)
D. Resources

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
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

Tiger Rising by Kate DiCamillo
Every Living Thing by Cynthia Rylant
The House on Mango Street by Sandra Cisneros
Strategies that Work by Stephanie Harvey and Anne Goudvis
Units of Study for Teaching Reading –Grades 3-5 by Lucy Calkins
Frindle by Andrew Clements
Fish Face by Patricia Reilly Giff
Because of Winn Dixie by Kate DiCamillo
Selection of books from the “Who Was” Series published by Grosset and Dunlap
Enrichment Resources
Everest Book One: The Contest by Gordon Korman
The Secret of Platform 13 by Eva Ibbotson
E. Technology




Active Board
Alpha Smarts
Computers
iPads
F. Assessments




Conferring
Written assessments
Discussions
Projects: Written character analysis; writing through the voice of the
character; daily journal entries on character analysis
*Enrichment Assessments



Use Padlet app allowing students to post their closing thoughts, ideas, and questions
use post it plus app or polleverywhere app or Socrative teacher app to see if students
understand the concept you are teaching
Exit slips-3 things I learned today, 2 things I found interesting, 1 question I still have
Historical Fiction, Biography
A. Content/Essential Questions




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

How do readers look for structure within a nonfiction text?
How do readers grasp main ideas?
How do readers read differently because of conversation?
How do readers seek underlying ideas?
How do readers learn strategies to read and comprehend unfamiliar words?
How do readers read critically?
How do readers analyze the author’s purpose?
How do readers build on prior knowledge and background?
How do readers understand the use of photographs and tables?
How do readers make comparisons?
Standards
The following Common Core standards apply to Historical Fiction, Biography:
RL.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (literature).
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.
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.3.4- Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
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.
RL.3.6- Distinguish their own point of view from that of the narrator or those of
the characters.
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.
RI.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (informational).
RI.3.2- Determine the main idea of a text; recount the key details and explain how
they support the main idea.
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.
RI.3.4- Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently.
RI.3.6- Distinguish their own point of view from that of the author of a text.
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).
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).
RI.3.9- Compare and contrast the most important points and key details presented
in two texts on the same topic.
RI.3.10- By the end of the year, read and comprehend informational texts,
including history/social studies, and technical texts, at the high end of the grades
2-3 text complexity band independently and proficiently.
B. Skills
The student will be able to:

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



Use guide words as a locating tool in a dictionary
Clarify word meaning by using dictionaries
Alphabetize vocabulary words that start with the same letters
Alphabetize vocabulary words through the third letter
Use a thesaurus
Use prefixes, suffixes and roots to determine unknown words
Determine the purpose and structure of the informational text: sequence,
compare and contrast, cause and effect, main ideas and details







Distinguish between fact and opinion
Comprehend charts, maps tables, glossary and index.
Discriminate between a fact and an opinion.
Synthesize ideas form text
Summarize non-fiction
Read and synthesize biographies
Engage in classroom discussions through both active listening and speaking
Enrichment Skills
Decide which character in the story you would most like to spend a day with
and why
Judge whether or not a character should have acted as they did.
Decide if the story really could have happened and justify why.
Consider how this story can help the child in his or her own life
Compare and discriminate between ideas
Appraise the value of the story.
Recognize subjectivity
Verify value of evidence
Make choices based on reasoned arguments
Produce a movie telling the story of your famous person’s life.
According to the information you have found, what is your famous person’s
most important accomplishment? Write a paper to support your conclusion.
C. Activities/Procedures
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Mini- Lessons
Small groups
Read mentor texts
Conferences
Partner studies
Written assessments
Research on Jamestown
Write a timeline
Write a final chapter to Lion to Guard Us
Literary analysis of characters and character comparisons
Enrichment Activities/Procedures
Compare this story with another one you have read.
Write a recommendation as to why the book should be read by others or not.
 Prepare a flow chart to illustrate the sequence of events.
 Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
 Construct a model to demonstrate how it will work.
Make a diorama to illustrate an important event.
Make a scrapbook about the events in the biography
Make a paper-mache map showing information about an event.
Paint a mural.
Design an ethnic costume from that period in history
Write about your feelings in relation to the main character in your
biography
Write a tall tale in which the main character is a historical or modern day hero
who learns a lesson. Include a brief introduction for your tall tale that provides
factual information about your chosen character.
Additional Learning Specialist Activities/Procedures:
 Journal writing as characters in story
 Sequencing chapters
 Identifying type of question before answering
 Vocabulary review games: charades, build a sentence, telephone,
matching synonyms
 Choral reading
 Reading in character
 Summarizing main idea of chapter in 2-4 sentences
 Using maps & google earth
D. Resources










Strategies That Work by Stephanie Harvey and Anne Goudvis
Outliers by Malcolm Gladwell
The Sign of the Beaver by Elizabeth George Speare
Sarah Noble by Alice Dalgeish
Lion to Guard Us by Clyde Robert Bulla
Units of Study for Teaching Reading –Grades 3-5 by Lucy Calkins
Portland Public Schools Literary Character Analysis Unit – Adapted
(http://www.pps.k12.or.us/files/curriculum/G3_Literary_Analysis_KJ_edits1.pdf)
Sign of the Beaver by Elizabeth George Speare.
The Last Egret (The Adventures of Charlie Pierce, Volume2) by III Harvey E.
Oyer.
The Missing Gator of Gumbo Limbo by Jean Craighead George
Enrichment Resources
Take the Lead George Washington by Judith St. George
The Boy who Drew Birds: A Story of John James Audubon by Jacqueline Davies
E. Technology



Alpha Smart
Active Board
Web-based research
F. Assessment





Conferences
Projects: Literary character analysis; write a timeline; write a final chapter to
Lion to Guard Us
Reports
Discussions
Comprehension Checks
Poetry
A. Essential Questions





How do readers apply word structure and vocabulary?
How do good readers “read between the lines?”
Why does a writer choose to use certain words to convey meaning?
How do writers express their thoughts and meanings?
How and why do conversations contribute to discussions and analysis of
text?
Standards:
The following Common Core standards apply to Poetry:
RL.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (literature).
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.3.4- Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
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.
RL.3.6- Distinguish their own point of view from that of the narrator or those of
the characters.
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.
RI.3.6- Distinguish their own point of view from that of the author of 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).
RI.3.9- Compare and contrast the most important points and key details presented
in two texts on the same topic.
B. Skills
The student will be able to:







Use prefixes, roots, and suffixes to determine unknown words and
meaning in poetry
Interpret meaning in poetry when it is not explicitly stated
Identify and interpret figurative language (simile, metaphor, and idioms)
Identify alliteration, onomatopoeia, and rhymed and unrhymed verse, and
rhyme scheme
Define and use different types of poetry: free verse, diamante, couplet,
quatrain, Cinquain, and limerick
Participate in small and large group discussions through active listening
and speaking
Evaluate the significance of various literary devices and explain their
appeal
C. Activities / Procedures
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Mini Lessons
Read the text
Small group instruction
One to one instruction
Partner reads and discussions
Record Keeping
Charts
Read mentor texts
Original poetry
Listen to songs with print out of lyrics and “SIFTT” S: Speaker, I:
Images, F: Format, T: Tone, T: Theme
Graphic organizers for poetry analysis
Enrichment Activities/Procedures
Assume the role of a reporter and describe how the poem makes you feel
using precise and vivid verbs and adjectives, at least two similes/metaphors,
and sensory details.
After reading poetry about families, write a free verse poem that uses imagery
to present one or two of your family members in poetic light.
Open a book that you're reading to any page. On this page are the materials
you have at your disposal to make a poem. Circle words and phrases that strike
you, as well as words with which you're not familiar or are overly familiar.
Use the words on this page to write an original poem. Repeat words as you see
fit. Share with your classmates.
Print out a poem—yours or another writer’s—double spaced. Above each
word write another word that is similar in spelling or meaning, until you have
the makings of new lines above each existing line. Revise these into a finished
poem.
Collect images from newspapers and magazines either by clipping them or
making a list of the colors, things, people, objects, and their qualities that you
notice as you look through them. If you’ve clipped images, create a collage
with the clippings as an illustration of a poem not yet written, and then write
that poem. If you’ve collected images as text, use the snippets to create a
poem. Write your poem in Primary Writer on your iPad and share it with the
class.
Select a favorite poem and create a PowerPoint presentation that uses
graphics and text to enhance your poem. Display your presentation as you read
your poem aloud to your classmates.
Additional Learning Specialist Activities/Procedures:
 Use of thesaurus & rhyming dictionary
D. Resources
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Dear World by Nada Takayo
My Man Blue by Nikki Grimes
Neighborhood Odes by Gary Soto
Awakening the Heart by Georgia Heard
This Land is Your Land by Woodie Guthrie
This Little Light of Mine by Harry Dixon Loes
Animal Fair by William Copper
Units of Study for Teaching Reading –Grades 3-5 by Lucy Calkins
Enrichment Resources
 Fig Pudding by Ralph Fletcher
Four Famished Foxes and Fosdyke by Pamela Edwards
Alpha Beta Chowder by Jeanne Steig
Mad as a Wet Hen! And Other Funny Idioms by Marvin Terban
iPad app Pic Collage
E. Technology




Active Board
Computers
Alpha Smarts
Teachers College Reading and Writing Project – Poetry Unit 8 – Adapted
to Third Grade


http://tc.readingandwritingproject.com/public/themes/rwproject/resources/
sample_units_of_study/curriculum_calendars/writing/Unit_8_K_W.pdf)
PowerPoint SIFTT poetry analysis strategy – Adapted Document
poms6c.files.wordpress.com/2012/04/siftpoetryanalyzer.doc
http://writingfix.com/poetry_prompts.htm
F. Assessment


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
Conferring
Written assessments
Discussions
Fairchild Gardens Writing Poetry Contest
SIFTT evaluation of the song lyrics and other poems
Mysteries
A. Content/Essential Questions

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How can readers apply their understanding of vocabulary words to find
meaning in unknown words?
How do readers read between the lines?
How do readers contribute to the group?
How do good readers have meaningful discussion?
Where do people get information?
Where do beliefs come from?
How can readers become attentive constructive readers?
How can readers focus and list details and clues?
How can readers analyze, and collect clues and theories?
How do readers infer and predict conclusions?
How do readers become flexible readers open to more than one possible
prediction?
How do readers debate and discuss evidence and its location?
Standards
The following Common Core standards apply to Mysteries:
RL.3.1- Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers (literature).
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.
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.3.4- Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
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.
RL.3.6- Distinguish their own point of view from that of the narrator or those of
the characters.
RI.3.6- Distinguish their own point of view from that of the author of a text.
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).
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).
RI.3.9- Compare and contrast the most important points and key details presented
in two texts on the same topic.
B. Skills
The student will be able to:











Identify main ingredients in a typical mystery including: characters and plot
structure.
Define vocabulary that appears regularly in a mystery
Use a mystery story map to organize the elements of a mystery.
Read and respond to a chapter book mystery
Recognize cause and effect in a mystery
Use inference to draw a conclusion
Recognize how the author sequenced events
Organize facts and analyze characters and events to formulate a possible
solution to a mystery
Complete a case report to document how a case was solved
Demonstrate story elements in a mystery
Follow mystery format to write a mystery
C. Activities/Procedures


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
Mini lessons
Large group instruction
Oral and silent reading
Small group instruction
One to one instruction
Fingerprint and hair analysis lab
Writing a mystery
Everglades Fieldtrip
Enrichment Activities/Procedures
Compare and contrast yourself with one of the characters in your book. Go
beyond the physical appearance. Consider questions such as: Do you react he
same way in similar situations? Do you relate to people in the same way? Are
your lives focused on different issues?
How does one of the characters change by the end of the book? What evidence
does the author give for this change? What do you think caused this change? Is
the character likely to go back to the way he or she was? Why or why not?
Discuss believability in your novel. Which events are realistic, and which are
not? Do the characters seem like actual human beings, or is it hard to understand
why they do the the things they do? Does a believable character have a nonhuman
quality or make an unrealistic decision?
Additional Learning Specialist Activities/Procedures:
 Identifying type of question before answering
 Vocabulary review games: charades, build a sentence, telephone, matching
synonyms
 Choral reading
 Reading in character
 Summarizing main idea of chapter in 2-4 sentences
 Sequencing of chapters (review)
 Talmudic pages (story analysis)
D. Resources
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Case of the Missing Monkey by Cynthia Rylant
Voices in the Park by Anthony Browne
The Missing Mitten by Steven Kellogg
The Missing Gator of Gumbo Limbo by Jean C. George
Chet Gecko Mysteries by Bruce Hale
Cam Jensen Mysteries by Cam Jensen
National Audubon Society Field Guide to Florida by Peter Alden
Units of Study for Teaching Reading –Grades 3-5 by Lucy Calkins
Scholastic’s Mystery Writing – graphic organizers and vocabulary provided
(http://teacher.scholastic.com/writewit/mystery/)
Activities from Beth Newingham’s Mystery Unit
(http://www.scholastic.com/teachers/lesson-plan/exploring-mystery-genre)
Portland Public Schools Imaginative Story Writing Unit
(http://www.pps.k12.or.us/files/curriculum/G3IS.pdf)
Enrichment Resources
The Boy of a Thousand Faces by Brian Selznick
No Talking by Andrew Clements
There's a Boy in the Girls' Bathroom by Louis Sachar
E Technology
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

Promethean board
Computers/ Alpha Smarts
Video programming
F . Assessment
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

Conferring
Written assessments
Discussions
Mystery Writing
III. Unit - Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy
Project




Blending of Jewish values to secular literature
Finding Jewish interpretation of mainstream materials
Connection of Jewish values to secular values in our society
Integration of art, music to literature and Judaic morals
Book: The Story of Ferdinand
A. Content/Essential Questions


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


What makes you feel content (what do you appreciate in your life)?
How often do we take time to appreciate and notice the things growing
in nature all around us? What would our world be like without trees,
grass, and flowers?
How do we respond to other who want us to act or do something we
don’t want to do?
How can we resolve conflicts with others in a peaceful way?
What does the Torah say about ethical treatment of animals?
How can ewe integrate these lessons into our everyday lives?
Standards:



Connects to Common Core reading and writing standards (see
language arts)
Engage students in critical thinking through the blending of Jewish
wisdom, ethics, and values, above and beyond the standards
Integrates art, music and literature to Judaic learning
Judaic Heritage:




Being Content with One’s Lot in Life – Sameach B’Chelko (Pirkei
Avot 1:12)
Pursuing Peace – Rodef Shalom (Pirkei Avot 1:12)
Appreciation of G-d’s creations
Kindness to Animals –Tza’ar Ba’alei Chayim
B. Understandings




Self-contentment and appreciation bring greater happiness in life.
Commitment to the pursuit of peace is paramount if we are to survive
individually and collectively.
Judaism views all G-d’s creations with great appreciation.
Animals and humans were created on the same day and the humane
treatment of both is mandated by Jewish law, custom, and tradition.
C. . Activities/Procedures

Activities listed in Rosenfeld Legacy Project lesson plans (Pages 149176)
Additional Learning Specialist Activities/Procedures
 Whole class explanations of ideology and symbolism
 Storytelling- midrash
 Students write their own midrashim
D. Resources







The Rosenfeld Legacy Project: Connecting Children’s Literature with
Judaic Heritage Edited by Anita Meyer Meinbach
The Story of Ferdinand by Munro Leaf
“Free to be the Jew in Me” by Rick Recht
“Shalom Rav”by Cantor Lisa Segal
A Bad Case of the Sripes by David Shannon
It’s Too crowded in Here, retold by Vicki L. Weber
Other literature connections as listed in Rosenfeld project lesson plans
E. Technology

See above resources.
F. Assessment

Student will demonstrate understanding of values presented in the
literature
IV. Unit - Spelling
A Content/Essential Questions
Can the student:
 sort words?
 use accurate sentence completion?
 proof read?
 develop pattern skills?
 categorize spelling words by meaning?
 identify syllable breaks in words with double consonants?
 identify and write words that rhyme?
 use dictionary resources to locate and write words in alphabetical order?
 master differentiated word lists?
 master differentiated assessments?
 spell and write words with short vowel sounds?
 make inferences using their spelling words?
 use context clues to write their words?
Standards:
Common Core Standards
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 multi-syllable words.
RF.3.3d- Read grade appropriate irregularly spelled words.
L.3.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.3.2a- Capitalize appropriate words in titles.
L.3.2b- Use commas in addresses.
L.3.2c- Use commas and quotation marks in dialogue.
L.3.2d- Form and use possessives.
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.3.2f- Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing
words).
L.3.2g- Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
L.3.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.3.3a- Choose words and phrases for effect.
L.3.3b- Recognize and observe differences between the conventions of spoken and
written standard English.
F. Skills
The student will be able to:
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Read, write, spell and identify words with short vowels a,e,i,o, and u.
Read, write, spell and identify words with vowel-consonant-e pattern.
Read, write, spell and identify words with long a pattern a, ai, and ay.
Read, write, spell and identify words with the long e pattern ea, ee,
and ie.
read, write, spell and identify words with the long i sound i, ighh, ey,
and uy.
Read, write, spell and identify words with the long o pattern o, oa, and
ow.
Read, write, spell and identify words with the oo and yoo sounds.
Read, write, spell and identify words with the vowel dipthongs oi and
ou.
Read, write, spell and identify words with the vowel sounds or and o.
Read, write, spell and identify words with r controlled vowel sounds ir
and ur.
Read, write, spell and identify words with the r controlled vowel sound
ar.
Read, write, spell and identify words with more letters than sounds.
Read, write, spell and identify words with silent consonants.
Read, write, spell and identify words with kw spelled qu or squ.
Read, write, spell and identify words with the complex consonant soft
g sound.
Read, write, spell and identify words with final le.
Read, write, spell and identify words with final en.
Read, write, spell and identify words with schwa + r, er, or.
Read, write, spell and identify words with the er or est suffix.
Read, write, spell and identify words that are homophones.
Read, write, spell and identify regular and irregular plurals.
Read, write, spell and identify words with the prefixes un, re, and pre.
Read, write, spell and identify words with the suffix er.
Students will read, write, spell and identify words with the suffixes ful
and less.
Read, write, spell and identify calendar words.
Read, write, spell and identify words with the consonant sounds sh and
zh.
Read, write, spell and identify words with plural and singular
possessives.
Read, write, spell and identify words with suffixes ness and ment.
Extend spelling patterns to new words.
Read, write, spell and identify open and closed compound words
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Read, write, spell and identify the names of continents and
nationalities
Read, write, spell and identify action verb words
Categorize spelling words by meaning.
Identify syllable breaks in words with double consonants.
Identify and write words that rhyme.
Use a dictionary resource to locate and write words in alphabetical
order.
Enhance writing application skills.
Solve analogies using spelling words.
Make inferences to solve riddles using spelling words.
Use context clues to write spelling words.
Develop proofreading and editing skills by correcting spelling errors.
Use the writing process to write a realistic story.
C. Activities/Procedures
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Large group instruction
Read the text
Small group instruction
1 to 1 instruction
Computer center
Independent work
Spelling baseball
Games
Enrichment Activities/Procedures
Create a crossword puzzle and answer key using all your pelling words
Write a synonym or and antonym for each spelling word
Create one wordle for the ten most challenging words. Include the
spelling word and 5 or more synonyms. Print the word clouds you made
and bring them to school to share with your classmates.
Create a spelling rebus story and underline your spelling words
Write a Haiku poem using your 10 of your spelling words
Classify your spelling words according to number of syllables and show
the syllable division.
Play Sparkle Poof
Create a riddle for each spelling word.
Write a rap song using all of the spelling words.
D. Resources
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Spelling Connections: Grade 4, Zaner-Bloser
https://www.spellingconnectionsonline.com/game4
Write Source list of commonly misspelled words
 Various content and topical words from social studies
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Enrichment Recourses
www.abcya.com
www.wordle.net
E. Technology
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Promethean Board
Spelling Connections-https://www.spellingconnectionsonline.com/game4
F. Assessment
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Teacher observation
Student ability to sort weekly spelling words.
Student ability to demonstrate progress through integrated standardized
test practice.
Student ability to remember weekly spelling concept.
Spelling tests
V. Unit – Grammar
Standards:
The Common Core State Standards listed apply to all units below:
L.3.1- Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.3.1a- Explain the function of nouns, pronouns, verbs adjectives, and adverbs in
general and their functions in particular sentences.
L.3.1b- Form and se regular and irregular plural nouns.
L.3.1c- Use abstract nouns (e.g., childhood).
L.3.1d- Form and use regular and irregular verbs.
L.3.1e- Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f- Ensure subject-verb and pronoun-antecedent agreement.
L.3.1g- Form and use comparative and superlative adjectives and adverbs, and
choose between them depending on what is to be modified.
L.3.1h- Use coordinating and subordinating conjunctions.
L.3.1i- Produce simple, compound, and complex sentences.
L.3.2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.3.2a- Capitalize appropriate words in titles.
L.3.2b- Use commas in addresses.
L.3.2c- Use commas and quotation marks in dialogue.
L.3.2d- Form and use possessives.
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.3.2f- Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing
words).
L.3.2g- Consult reference materials, including beginning dictionaries, as needed
to check and correct spellings.
L.3.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.3.3a- Choose words and phrases for effect.
L.3.3b- Recognize and observe differences between the conventions of spoken
and written standard English.
L.3.4- Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b- Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
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 an phrases.
L.3.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
L.3.5b- Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
L.3.5c- Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew believed, suspected, heard, wondered).
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).
Sentences
A. Content/Essential Questions
 A sentence is a group of words that expresses a complete thought
 A sentence usually tells who or what does something, and what happens in
each sentence
 Statements and questions sound different when you say them. A statement
tells something and ends with a period. A question asks something and
ends with a question mark
 Commands and exclamations are each said in a certain way. A command
tells someone to do something and ends with a period. An exclamation
shows strong feeling and ends with an exclamation mark
 A sentence has two parts:
1. A subject tells whom or what the sentence is about
2. A predicate tells what the subject does or is
 Two short sentences with related ideas can be combined (with
conjunctions) to form a compound sentence
 A run-on sentence is two complete sentences that run together, and can be
corrected by writing it as two sentences.
B. Skills
The student will be able to:
 Identify and write a complete sentence
 Identify and write statements, questions, commands, and exclamations
 Use correct capitalization and punctuation in sentences
 Identify subjects and predicates
 Identify and write compound sentences
 Use correct capitalization and punctuation in compound sentences
 Combine sentences to form compound sentences
 Identify and correct run-on sentences
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
Enrichment Activities/Procedures
 Punctuation Pop Up (see site below)
 Grammar Blast (see site below)
 Grammar Gorillas (see site below)
Plural Noun (see sit below)
 Edit Dan’s Copy (see site below)
Clean Up Your Grammar (see site below)
Create a new noun. Give it a name and write an original story about your
noun.
Play Grammar Jeopardy at jeopardylabs.com
Create an acrostic poem of your name using adjectives
Design a grammar board game using the different parts of speech
Play “Play the Bag Game”
Compose an alternate ending to a story, rich with lines of character dialog,
quotation marks and commas
Play “An Acting Adverb Game”- Write 10 sentences about things you do
or say. Choose an adverb and act out your sentence.
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa
Enrichment Resources
 Punctuation Pop Up
http://www.scholastic.com/play/cool/punctuation.htm
 Grammar Blast
http://www.eduplace.com/kids/hme/k_5/quizzes/
 Grammar Gorillas
http://www.funbrain.com/cgibin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1
 Plural Noun
http://www.harcourtschool.com/activity/plural/index_pre.html
 Edit Dan’s Copy
http://www.missmaggie.org/scholastic/editdan_eng_launcher.html
 Clean Up Your Grammar
http://teacher.scholastic.com/activities/adventure/grammar1.htm#
jeopardylabs.com
iPad apps-Mad Libs, Nouns Express, Grammaropolis (nouns are fee), and
Grammar Express-all free apps
iPad app-Punctuation and Capitalization- ($1.99)
E. Technology
 Computers
 Active Board
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
Nouns
A. Content/Essential Questions
 A noun is a word that names a person, place, thing, or idea.
 A sentence can have one or more nouns.
 A common noun names any person, place, thing, or idea.
 A proper noun names a specific person, place or thing, and it may be one
or more words.
 Proper nouns begin with capital letters. Common nouns do not.
 A singular noun names one person place or thing.
o A plural noun names more than one person place or thing.
o Add s to form the plural of most singular nouns.
o Add es to form the plural of nouns ending in s, ch, sh, or z.
o Some nouns end in a consonant and y. To make these nouns
plural, change the y to i and add es.
 Some nouns have irregular plurals. These plurals do not end in s or es, but
have a change in the spelling.
 A possessive noun shows who or what owns or has something.
o To make a singular noun possessive, add an apostrophe and an s.
o To make a plural noun that ends in s possessive add only an
apostrophe.
o To make a plural noun that does not end in s, add an apostrophe
and an s.
B. Skills
The student will be able to:
 Identify and write common and proper nouns to complete sentences.
 Revise sentences by using exact nouns.
 Correct errors in capitalization.
 Write a description using proper nouns.
 Identify and write singular and plural nouns.
 Write the plurals of irregular nouns.
 Write stories using plural nouns.
 Identify and write singular and plural possessive nouns.
 Correct the spelling of possessive nouns
 Write sentences using possessive nouns.
 Draw pictures to match sentences using possessive nouns.
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa
E. Technology
 Active Board
 Computers
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
Verbs
A. Content/Essential Questions
 An action verb is a word that tells what someone or something does.
 The tense of a verb tells when an action happens. A verb in the present
tense tells about an action that happens now.
 A present-tense verb must match or agree with the noun in the subject of
the sentence.
 A verb in the past tense tells about an action that already happened.
 To form a verb in the past tense:
o Add ed to most verbs
o For verbs that end in e, drop the e and add ed.
o For verbs that end in a consonant and Y, change the Y to I and add
ed.
o For most verbs that end in one vowel followed by one consonant,
double the consonant and add ed.
 A verb in the future tense tells about an action that is going to happen.
 Use the word, will, to form the future tense.
 A linking verb does not show action. A linking verb tells what someone or
something is.
 The verb, be, is a common linking verb. It has different forms. Use the
form that agrees with the subject of the sentence.
 Sometimes a verb is more than one word. The most important word is the
main verb. The helping verb helps the main verb tell about the action. It
comes before the main verb.
 Irregular verbs do not end in ed to form the past tense; they have special
spellings
B. Skills
The student will be able to:
 Identify and write action verbs to complete sentences.
 Write sentences with present-tense verbs that agree with the subject.
 Revise sentences by using more descriptive verbs.
 Identify and write sentences with the past tense of verbs.
 Identify verbs as present, past or future-tense verbs.
 Write sentences with future-tense verbs.
 Identify and write sentences with the present and past tense of the linking
verb, be.
 Identify and write sentences with main verbs and helping verbs.
 Identify, use and write sentences using the past forms of irregular verbs.
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa
E. Technology
 Active Board
 Computers
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
Adjectives and Adverbs
A. Content/Essential Questions
 Adjectives describe, or tell about nouns and add detail to one’s writing.
 Some adjectives tell what kind. Some adjectives tell how many.
 The words a, an, and the, are special adjectives called articles.
o Use a before a singular noun that begins with a consonant sound.
o Use an before a singular noun that begins with a vowel sound.
o Use the before both singular and plural nouns.
 Adjective can be use to compare.
 To compare two people, places, or things, add er to most adjectives.
To compare more than two people, places, or things, add est to most
adjectives.
o If an adjective ends in e, drop the e before adding er or est.
o If an adjective ends in a consonant and y, change the y to i before
adding er or est.
o If an adjective ends in one vowel followed by a consonant, double
the consonant before adding er or est.
 Most adjectives with two or more syllables need the words more or most
to compare.
 Use more with an adjective to compare two people, places, or things.
 Use most with an adjective to compare two or more people, places, or
things.
 An adverb is a word that describes, or tells about a verb.
 Adverbs tell how, when, or where an action happens.
 Most adverbs that tell how end in ly.
 A negative is a word that means no. The words not, nobody, nothing ,
nowhere, and never are negatives.
 Two negatives are not usually used together in one sentence.
B. Skills
The student will be able to:
 Identify adjectives and nouns they describe.
 Write adjectives to complete sentences.
 Combine related sentences by moving adjectives.
 Identify the correct articles to use with nouns.
 Use and write sentences with adjectives ending in er and est to compare.
 Use and write sentences with the words, more or most, with adjectives to
compare.
 Identify adverbs and the verbs they describe.
 Write adverbs to complete sentences.
 Revise sentences by adding adverbs.
 Identify and write sentences using negative words.
 Correct errors in the use of negative words.
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa, and Zaner-Bloser Spelling Connections – Level 4, Unit
22
E. Technology
 Active Board
 Computers
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
Pronouns
A. Content/Essential Questions
 A pronoun is a word that takes the place of one or more nouns.
 A subject pronoun takes the place of the noun or nouns in the subject. It is
used as the subject of a sentence.
o Singular subject pronouns: I, you, he, she, it.
o Plural subject pronouns: we, you, they
o When the subject pronoun is he, she, or it, add s or es to the verb.
o When the subject pronoun is I, we, you, or they, do not add s or es
to the verb.
 An object pronoun takes the place of a noun that follows an action verb.
 An object pronoun also follows prepositions such as to, for, by, and with.
o Singular object pronouns: me you, him, her, it
o Plural object pronouns: us, you, them.
 The pronoun, I, is a subject pronoun. I is used in the subject of a sentence.
I is always capitalized.
 The pronoun, me, is an object pronoun. It is used after an action verb or a
preposition such as to, for, at, and from.
 When you speak or write about another person and yourself, it is polite to
name yourself last.
 A possessive noun shows who or what owns or has something. A
possessive pronoun takes the place of a possessive noun.
 Possessive pronouns used before nouns: my, your, his, her, its, our, their.
 Some contractions and possessives pronouns are homophones:
you’re/your, it’s/its, they’re/their.
B. Skills
The student will be able to:
 Identify and write subject pronouns to complete sentences.
 Revise sentences by replacing nouns with subject pronouns.
 Use and write sentences with verbs that agree with subject pronouns.
 Identify and write object pronouns to complete sentences.
 Revise sentences by replacing nouns with object pronouns.
 Use and write I and me correctly.
 Use and identify possessive pronouns to complete sentences.
 Correct errors and distinguish the use and spelling of you’re/your, it’s/its,
they’re/their/there.
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa
E. Technology
 Active Board
 Computers
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
Capitalization and Punctuation
A. Content/Essential Questions
 An abbreviation is a short form of a word. Many abbreviations begin with
a capital letter and end with a period.
 You can abbreviate the days of the week and the months of the year
(excluding May, June, and July).
 A title of respect is often used with a person’s name. Most titles of respect
are written as abbreviations: Ms. Mr. Mrs. Dr.
 An initial is an abbreviation for a person’s first or middle name. It is
written as a capital letter followed by a period.
 Book titles are typed in italics and underlined when written by hand.
Capitalize the first word and each important word in a book title.
 A comma separates words or ideas in a sentence and tells the reader when
to pause. A comma helps to make the meaning of a sentence clear.
o A list of three or more words in a sentence is called a series. Use a
comma to separate the words in a series.
o When the name of a person being spoken to is at the beginning of
a sentence, use a comma after the person’s name.
o Use a comma after words such as yes, no, or well when they begin
a sentence.
o Use a comma in friendly letters: between the city and state,
between the day and the year, in the greeting and closing.
 Quotations show that a person is speaking.
o Put quotation marks before and after a speaker’s words.
o Use a comma to separate the other words in the sentence from the
speaker’s words.
o Capitalize the first word inside the quotation marks.
B. Skills
The student will be able to:
 Identify and write abbreviations for days, months, and names.
 Capitalize and underline book titles correctly.
 Write commas to separate words in a series and series of words to
complete sentences.
 Write sentences using direct address and introductory words.
 Write capital letters and commas correctly in friendly letters.
 Write quotation marks around a speaker’s words.
C. Activities/Procedures
 Mini lesson
 Small group instruction
 Total group instruction
 Distribute and explain how to use self-monitoring rubrics
 Demonstrate and model
D. Resources
 Sadlier-Oxford Grammar Workshop (Main resource)
 Various supplementary workbooks such as Zaner-Bloser (GUM) and
Carson-Delosa
E. Technology
 Active Board
 Computers
 Online Sadlier-Oxford Grammar Workshop
F. Assessment
 Teacher observation of everyday speaking, writing, and reading
 Teacher made tests and quizzes
 Unit Reviews and tests
 Sadlier-Oxford Test booklets
VI. Unit – Writing
Standards:
The following Common Core Standards apply to all of the units listed below:
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-directed) 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 studies 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.
SL.3.2- Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually
quantitatively, and orally.
SL.3.3- Ask and answer the questions about information from a speaker, offering
appropriate elaboration and detail.
SL.3.4- Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
SL.3.5- Create engaging audio recordings of stories or poems that demonstrate
fluid reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details.
SL.3.6- Speak in complete sentences when appropriate to tasks and situation in
order to provide requested detail or clarification.
L.3.2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.3.2a- Capitalize appropriate words in titles.
L.3.2b- Use commas in addresses.
L.3.2c- Use commas and quotation marks in dialogue.
L.3.2d- Form and use possessives.
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.3.2f- Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing
words).
L.3.2g- Consult reference materials, including beginning dictionaries, as needed
to check and correct spellings.
L.3.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.3.3a- Choose words and phrases for effect.
L.3.3b- Recognize and observe differences between the conventions of spoken
and written standard English.
L.3.4- Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b- Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
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 an phrases.
L.3.5- Demonstrate understanding of word relationships and nuances in word
meanings.
L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
L.3.5b- Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
L.3.5c- Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew believed, suspected, heard, wondered).
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).
Narratives
A. Content/Essential Questions






Zoom in on a small moment
Write in chronological order
Write with details
Make characters talk
Utilize one main character
Make a move in your mind
Standards:
The following Common Core standards apply to Narratives:
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 unfurls 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 works and phrases to signal event order
W.3.3d- Provide a sense of closure.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate
with others.
W.3.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or day or two) for a range of
discipline-specific tasks, purposes, and audiences).
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
 determining the purpose (e.g., to entertain, to inform, to communicate)
and the intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a prewriting plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
 organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for correct capitalization for proper nouns, including holidays,
product names, titles used with someone’s name
The student will use the fifth step of the Writing Process, publication, with the
intended audience
 a variety of modes of sharing will be utilized
C. Activities/Procedures





Mini lesson
Small group
Read aloud
One to one instruction
Independent lessons
*Enrichment Activities/Procedures
 If you had to buy something for each of the main characters, what would
you buy and why? Be sure to give detailed explanations using evidence
from the story to support your choices.
 Write a concluding chapter to your novel explaining what happens to the
main character in your book one year after the story ends.
 Describe in writing an experience that you had that was like an experience
of a character in your novel.
 Design a graffiti wall of significant and appropriate words or phrases that
the characters in your novel might write. Explain how the graffiti relates to
the characters in the novel.
 Pretend you could spend a day with the main character. What would you
do together and why?
 What would the main character be likely to do if he/she visited your class?
 Write and act out a scene that tells about the character’s life.
 List the places in your novel that are important. Then draw a map to show
how you think these places would look.
 Compare the place where the story happened to where you live.
 Choose one character trait that describes the main character. Give five
reasons for your choice.
Additional Learning Specialist Activities/Procedures:
 Active reading/writing through visualization and prediction
 Adjective lists
 Adverb lists
 Character traits lists
 Cause and effect lists
D. Resources








Journals
Writing folders
Person narrative writing chart
Individual lists of story topics
Teacher demonstrations of written narratives
Written ideas for shared class events using step by step process
Picture books and short stories (Owl Moon and “Eleven”)
(Salt Hands and Paper Boy)
Technology



Alphasmart word processing
Computer word processing
Kidspiration
E. Assessment
 Conferencing: In the style of Carl Anderson and/or Lucy Calkins
 Rubrics:
o Small moments
o Character talk
o Sequencing
o Make a movie in the readers mind
o Spelling
o Capitalization
o Punctuation
Raise the Level of the Narrative
A. Content/Essential Questions










Write stories that matter
Story mountain
Spelling high frequency words
Writing process
Emotional weight
Story arc
Scenes, not scenery (few)
Theme
Narrow time frame
Studying and creating leads
Standards:
The following Common Core standards apply to Raising the Level of the Narrative
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 unfurls 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 works and phrases to signal event order
W.3.3d- Provide a sense of closure.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate with
others.
W.3.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or day or two) for a range of
discipline-specific tasks, purposes, and audiences).
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
 determining the purpose (e.g., to entertain, to inform, to communicate)
and the intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
 organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
The student will use the third step of the Writing Process, revise, by:
 evaluating the draft for use of ideas and content, logical organization,
voice (e.g., formal or informal), point of view, and word choice.
 applying appropriate tools or strategies to refine the draft (e.g., peer
review, checklists, rubrics).
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for correct capitalization for proper nouns, including holidays,
product names, titles used with someone’s name
The student will use the fifth step of the Writing Process, publication, with the
intended audience
 a variety of modes of sharing will be utilized
C. Activities/Procedures





Chart list of strategies to generate narrative writing
Mini lessons
Conferences
Ingredients for a small moment
Questions to ask to find turning points

When to use paragraphs
*Enrichment Activities/Procedures
Additional Learning Specialist Activities/Procedures:
 “Good words/Better words
 How many ways can you say . . . (game for synonyms)
 Mix and Match – using more descriptive words
D. Resources









Journals
Writing folders
Person narrative writing chart
Individual lists of story topics
Individual charts for writing process skill list
Teacher demonstrations of written narratives
Written ideas for shared class events using step by step process
Lucy Calkins – Writing Workshop
Books and short stories
o “Eleven” by Sandra Cisneros
o Little by Little by Jean Little
o Journey by Patricia Maclachlan
o High Frequency Words by Pat Cunningham
o Summer Life by Gary Soto
o Olive’s Ocean by Kevin Henkes
o “Papa Who Wakes up Tired in the Dark” by Sandra Cicneros
Enrichment Resources
 iPad app-Primary Writer
 Marshfield Dreams by Ralph Fletcher
 Nothing Ever Happens on 90th Street by Roni Schotter

Additional Learning Specialist Resources:
 Venn Diagrams
 Time lines
 Family trees
 Group brainstorming
E. Technology



Alphasmart word processing
Computer word processing
Kidspiration
F. Assessment


Conferencing: In the style of Carl Anderson and/or Lucy Calkins
Assessment rubrics for raising the quality of the narrative –Lucy Calkins
Expository Essays
A. Content/Essential Questions










Essays grow out of everyday observation
Strategies to collect entry ideas
Strategies to add on to an idea
Select a seed idea (thesis)
Generating subordinate ideas (boxes and bullets)
Using transition words
Collect stories and evidence to support ideas
Write instant essays
Write with stamina
Build characters
Standards:
The following Common Core standards apply to Expository Essays:
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.3.2a- Introduce a topic and group related information together, include
illustrations when useful to aiding comprehension.
W.3.2bDevelop the topic with facts, definitions and details
W.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
W.3.2d- Produce a concluding statement or section.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate with
others.
W.3.7 Conduct short research projects that build knowledge about a topic
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.
W.3.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or day or two) for a range of
discipline-specific tasks, purposes, and audiences).
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
 determining the purpose (e.g., to entertain, to inform, to communicate)
and the intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
 organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
 evaluating the draft for use of ideas and content, logical organization,
voice (e.g., formal or informal), point of view, and word choice.
 applying appropriate tools or strategies to refine the draft (e.g., peer
review, checklists, rubrics).
 creating clarity by using a combination of sentence structures (e.g., simple,
compound) to improve sentence fluency in the draft and by rearranging
words, sentences, and paragraphs to clarify meaning
 creating interest by adding resources and reference materials e.g.,
dictionary thesaurus).
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for capitalization for proper nouns, including holidays, product
names, titles used with someone’s name
The student will use the fifth step of the Writing Process, publication, with the
intended audience
 a variety of modes of sharing will be utilized
C. Activities/Procedures




Mini lesson
Conferencing
Small group
Total group


Self-monitoring checklists
Rehearse story aloud
*Enrichment Activities/Procedures
 Research a topic that the author brings up in your book. Present your
written work to the class.
 Describe an experience you had that was like an experience of a
character in your novel.
 Which character in your story would you choose to be your friend?
Why?
 Choose one character in your story and tell how he/she changed from
the beginning of the story to the end. What caused the change? Was
the change for the better?
 Pretend that one of the characters in your story is meeting a character
in another story that you read. Would they get along? Would they get
along? Do they have anything in common? Support your answers with
evidence from the text.
 Write a haiku about one of the characters in your story.
 Rewrite one scene for your story from another character’s point of
view.
 Think of someone you believe is a hero. Explain why you think this
person deserves to be called a hero.
Additional Learning Specialist Activities/Procedures:
 Venn Diagrams
 Time lines,
 Family trees,
 Group brainstorming,
 Choral reading
D. Resources









Non-narrative notebook
Lucy Calkins Writing Workshop
T chart- What I notice/What makes me think
Strategies for generating essays chart
List of sentence stems to add on to an idea
List of questions writers ask themselves
The Lightwell by Lawrence Yep
Alone by Joan Little
The Great Yellowstone Fire by Vogel and Goldman
*Enrichment Resources
 The Children's Book of Heroes by William Bennett

Additional Learning Specialist Resources:
 Transitions Chart from The Paragraph Writing Strategy
 Point of View chart from The Paragraph Writing Strategy
E. Technology



Alphasmart word processing
Computer word processing
Kidspiration
F. Assessment


Conferencing: In the style of Carl Anderson and/or Lucy Calkins
Assessment rubrics for writing expository essays–Lucy Calkins
o Bullets
o Conventions
o Word selection
o Transitions
Fiction
A. Content/Essential Questions










Draw ideas from real life observations
Collect several ideas for stories
Create characters with internal and external traits
Create characters; wants and needs
Story mountains
Draft stories
Incorporate qualities of good writing
Use of dialogue and small actions
Convey back story, passage of time
Rethink evolution of story
Standards:
The following Common Core standards apply to Fiction:
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 unfurls 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 works and phrases to signal event order
W.3.3d- Provide a sense of closure.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate
with others.
W.3.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or day or two) for a range of
discipline-specific tasks, purposes, and audiences).
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
 determining the purpose (e.g., to entertain, to communicate) and the
intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
 organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
 evaluating the draft for use of ideas and content, logical organization,
voice (e.g., formal or informal), point of view, and word choice.
 applying appropriate tools or strategies to refine the draft (e.g., peer
review, checklists, rubrics).
 creating clarity by using a combination of sentence structures (e.g., simple,
compound) to improve sentence fluency in the draft and by rearranging
words, sentences, and paragraphs to clarify meaning
 creating interest by adding resources and reference materials e.g.,
dictionary thesaurus).
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for capitalization for proper nouns, including holidays, product
names, titles used with someone’s name

using punctuation, including end punctuation, apostrophes in singular
possessives, commas, and quotation marks in dialogue
using present and past tense verb agreement, noun-pronoun agreement,
noun-verb agreement, subjective and objective pronouns, and plurals of
irregular nouns
using end punctuation for compound, declarative, interrogative, and
exclamatory sentences.


The student will use the fifth step of the Writing Process, publication, with the
intended audience
 a variety of modes of sharing will be utilized
C. Activities/Procedures





Teacher demonstrations
Mini lesson
Conferencing
Large/small groups
Story models
*Enrichment Activities/Procedures
 Choose a character from your story. Rewrite a scene from this character's point
of view.
 Pretend that one of the characters in your story is meeting a character in another
story you have recently read. Would they get along? Would they like each
other? Do they have anything in common?
 Write a song about the plot of the story.
 Write a short scene that did not happen in the book but could have. Would it
have changed the story? Why or why not?
 Pretend that the story is being made into a movie. Whom would you cast as the
star in the movie and why?
 If you could remove one character from your story, whom would you choose?
How would this change the story?
 Research a topic that the author brings up in your story. Present your written
work to the class.
D. Resources







Make Way for Ducklings by Robert McCloskey
Arthur Writes a Story by Marc Brown
Fireflies by Julie Brinkloe
Ruby the Copy Cat by Peggy Rathmann
Hot Day on Abbot Avenue by Karen North
Writers’ notebooks
Lucy Calkins Writing Workshop

Charts
o
o
o
o
o
o
o
o
how to find ideas for fiction
External/internal character traits
Advice for developing a character
We can develop a character by thinking about their…
Story mountain of Peter’s Chair
Demonstrate scene with only dialogue
Demonstrate scene with dialogue and story details
Key questions fiction writers consider in revising endings
*Enrichment Resources



Lizard Music by Daniel Pinkwater
Freddy the Detective by Walter Brooks
The Wonderful Flight to the Mushroom Planet by Eleanor Cameron
Additional Learning Specialist Resources:
 Key questions fiction writers consider in revising endings and
beginnings
E. Technology



Alphasmart word processing
Computer word processing
Kidspiration
F. Assessment


Conferencing: In the style of Carl Anderson and/or Lucy Calkins
Assessment rubrics for writing fiction: Big Dreams, Tall Ambitions–
Lucy Calkins
o Content
o Language
o Conventions
o Word selection
o Transitions
Essays about Reading
A. Content/Essential Questions





Write from short texts
Demonstrate lens readers bring to a text
Student will choose a story that speaks to them
Student gathers seed ideas from story
Extend written thoughts








Write one sentence that describes character at beginning of story
Write one sentence - What happened to change things?
How it was resolved?
Revise seed into thesis
Support thesis in few paragraphs (boxes/bullets)
Reference text (“unpack”)
Introductory paragraph
Vocabulary : literary terms
Standards:
The following Common Core standards apply to Essays about Reading:
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons.
W.3.1a- Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
W.3.1.bProvide reasons that support the opinion.
W.3.1c- Use linking words and phrases (e.g., because, therefor, since, for
example) to connect opinion and reasons.
W.3.1d- Provide a concluding statement or section.
W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to interact and collaborate
with others.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or day or two) for a range of
discipline-specific tasks, purposes, and audiences).
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
 determining the purpose (e.g., to entertain, to inform, to communicate)
and the intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;

organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
 Evaluating the draft for use of ideas and content, logical organization,
voice (e.g., formal or informal), point of view, and word choice.
 applying appropriate tools or strategies to refine the draft (e.g., peer
review, checklists, rubrics).
 creating clarity by using a combination of sentence structures (e.g., simple,
compound) to improve sentence fluency in the draft and by rearranging
words, sentences, and paragraphs to clarify meaning
 creating interest by adding resources and reference materials e.g.,
dictionary thesaurus).
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for capitalization for proper nouns, including holidays, product
names, titles used with someone’s name
 punctuation, including end punctuation, apostrophes, commas, subjective
and objective pronouns, and plurals of irregular nouns
The student will use the fifth step of the Writing Process, publication, with the
intended audience
 a variety of modes of sharing will be utilized
C. Activities/Procedures






Mini lesson
Conferencing
Small group
Total group
Self-monitoring checklists
Rehearse story aloud
D. Resources



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Spaghetti by Cynthia Rylant
Fly Away Home by Eve Bunting
Marble Champ by Gary Soto
Peter’s Chair by Jack Ezra Keats
The Other Side by Jacqueline Woodson
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Things by Eloise Greenfield
Writers’ notebooks
Lucy Calkins Writing Workshop
Charts
o Write inside story to help you read well
o Strategies for writing in response to reading
o Thinking about characters
o Prompts for pushing our thinking about reading
o Interpretation – What was the story really about?
o Questions essayists ask of a thesis statement
o Tips and tools for writing a thesis and topic sentences for a
literary essay
o How to angle a story to make a point
E. Technology
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Alphasmart word processing
Computer word processing
Kidspiration
F. Assessment
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Conferencing: In the style of Carl Anderson and/or Lucy Calkins
Assessment rubrics for writing–Lucy Calkins
o Content
o Language
o Conventions
o Word selection
o Transitions
Poetry
A. Content/Essential Questions
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Rhythm patterns
Free verse
Diamonte
Shabbat poetry
“This is my” poetry
Dreidle song parodies
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming,
drawing, and group activities)
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determining the purpose (e.g., to entertain, to inform, to communicate)
and the intended audience of a writing piece;
using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
 evaluating the draft for use of ideas and content, logical organization,
voice (e.g., formal or informal), point of view, and word choice.
 applying appropriate tools or strategies to refine the draft (e.g., peer
review, checklists, rubrics).
 creating clarity by using a combination of sentence structures (e.g., simple,
compound) to improve sentence fluency in the draft and by rearranging
words, sentences, and paragraphs to clarify meaning
 creating interest by adding resources and reference materials e.g.,
dictionary thesaurus).
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations (e.g.,
word families, diphthong, consonant digraphs, CVC words, CCVC words,
CVCC words, affixes) and using a dictionary or other resources as
necessary
 correcting for capitalization for proper nouns, including holidays, product
names, titles used with someone’s name
 punctuation, including end punctuation, apostrophes, commas, subjective
and objective pronouns, and plurals of irregular nouns
The student will use the fifth step of the Writing Process, publication, with the
intended audience:
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a variety of modes of sharing will be utilized
add graphics where appropriate
C. Activities/Procedures
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Large group instruction
Read examples of many different types of poetry
Small group instruction
1 on 1 conferences
Reading poetry from various books
*Enrichment Activities/Procedures
 Write a poem about yourself and someone you know, showing how you and that
person are alike and different. Include a variety of character traits in both poems.
Instead of a person, you may also choose a character in a book.
 Select a poem and photocopy it, also enlarging it. Cut out all of the individual
words. Create a new poem from these words. You may add additional words to
complete your poem.
 Choose or create music to set a mood as you recite a poem. Explain why you
chose the music you did.
 Pick a famous person and create a bio-poem that includes important information
about this person and why he/she was is famous.
 Create a rhyming poem that is fun, has a steady beat,and would be easy to jump
rope to.
D. Resources
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Awakening the Heart by Georgia Heard
Poetry Patterns – Evan-Moor publisher
Shabbat poetry from various sources
The Book of Jewish Holidays by Ruth Lurie Kozadoy
The Shabbat Book by Joyce Klein
Holiday poetry
Many varieties of poetry by different poets
*Enrichment Resources
 iPad apps Word Mover and Poetry Creator - free
 Awakening the Heart by Georgia Heard
 Love That Dog By Sharon Creech
 Flamingos on the Roof by Calef Brown
 Today and Today by Kobayashi Issa-a collection of Haiku poems
 The Armpit of Doom by Kenn Nesbitt
 Words, Wit and Wonder-Writing Your Own Poem (Writer's Toolbox)
by Nancy Loewen
Additional Learning Specialist Resources:
 Selected poems by Shel Silverstein
E. Technology
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Alpha Smart word processing
Computer word processing
F. Assessment
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Teacher observation
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Conferencing
Student ability to use taught techniques to compose own poem
Assessment rubrics
Revised: December 10, 2014