Town of West Point Public Schools
3rd Grade
ENGLISH
Curriculum Map
Version:
May, 2012
Based on: English Standards of Learning
Adopted, 2010
Full Implementation: 2012-2013
3rd Grade Phonics Instruction Map
1st Quarter

Common short/long vowel
patterns

Suffixes
-s,-es,-ed-,ing, -er,-es-t

Long vowel digraphsai,ay,ee,ai,ea,oa,ow ea

Homophones-recognize and
use context clues

Base-words
May 8, 2009
2nd Quarter
3rd Quarter

Ambiguous vowels


Inflected Endingschanging tense, number
and degree
-er/est/s/ed
Affixes –
dis/exc/non/pre/ly/ness

Contractions

Homophones –recognize
and use context clues

Homophones-recognize
and use context

Decode multisyllabic
words

Compound words
4th Quarter

Homophones-recognize
and use context
West Point Public School
English/Language Arts Curriculum Map
3rd Grade
Assessment Map
1st Quarter
Assessment
STRAND
(Organizing
Concepts)
Oral
Language
Reading
Writing
3.1abcd (teacher observation)
3.3
3.4
3.5
3.6
3.7
ab
efg
cefhi
ace
a (dictionary and glossary
only)
3.9 abe
3.10 ad
3.11 aefh
Writing Prompt (grade-level
developed)
Revised : August 30, 2012
2nd Quarter
Assessment
3rd Quarter
Assessment
4th Quarter
Assessment
3.1 abc (teacher observation)
3.1 abc (teacher observation)
3.1abc (teacher observation)
3.2 abcde (teacher observation)
3.2 abcde (teacher observation)
3.2 abcde(teacher observation)
3.3 ab
3.4 cdaefg
3.5 dbcefghj
3.6 dace
3.7 ba (dictionary, glossary, and
encyclopedia only)
3.3 ab
3.4 acdefg
3.5 bcdefghij
3.6 ghabcdef
3.7 ab (all reference sources)
3.3 ab
3.4 acdefg
3.5 bcdefghi
3.6 abcdefgh
3.7 ab (all reference sources)
3.9 dabe
3.10 bcead
3.11 cdabefh
Writing Prompt (grade-level
developed)
3.9 cabde
3.10 abcde
3.11 gabcdefh
Writing Prompt (grade-level
developed)
3.9abcde
3.10 abcde
3.11 abcdefgh
Writing Prompt (grade-level
developed)
Property of the Town of West Point Public Schools
West Point Public School
English/Language Arts Curriculum Map
3rd Grade
Instructional Outline
Bold Print – New Instruction
Not Bold – Continuing Instruction
STRAND
1st Quarter
(Organizing
Concepts)
2nd Quarter
Writing
4th Quarter
3.1abcde
3.1 abcde
3.1 abcde
3.2 abcde
3.1abcde
3.2 abcde
3.3 ab
3.4 abefg
3.5 abcdefghijklm
3.6 abcdjkl
3.7 ab
3.3 ab
3.4 cdabefg
3.5 abcdefghijklm
3.6 efghabcdjkl
3.7 ab
3.3 ab
3.4 abcdefg
3.5 abcdefghijklm
3.6 iabcdefghjkl
3.7 ab
3.3 ab
3.4 abcdefg
3.5 abcdefghijklm
3.6 abcdefghijkl
3.7 ab
3.8
3.9 abcdefg
3.10 abcdefghij
3.12
3.8
3.9 abcdefg
3.10 abcdefghij
3.12
3.8
3.9 abcdefg
3.10 abcdefghij
3.11 abcd
3.12
3.8
3.9 abcdefg
3.10 abcdefghij
3.11 abcd
3.12
Oral
Language
Reading
3rd Quarter
Revised : August 30, 2012
Property of the Town of West Point Public Schools
West Point Public School
English/Language Arts Curriculum Map
Grade: 3
Bold Print – New Instruction
Not Bold – Instruction Continues
STRAND
(Organizing
Concepts)
Oral
Language
SOL/
Objective #(s)
* denotes
Summative
Assessment
1st QUARTER
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
 Use effective communication skills in group
activities; participate in group discussions
building on ideas;
Textbook Support:
 Question of the Day/Week
3.3 ab
 Apply word-analysis skills when reading;
apply knowledge of regular and irregular
vowel patterns to decode words; apply
knowledge of ambiguous vowel patterns;
apply knowledge of the change in tense;
decode regular multisyllabic words
fluently
3.4 abefg
 Expand vocabulary when reading; use
knowledge of homophones; use knowledge
of roots, affixes, synonyms, and antonyms;
use vocabulary from content areas; use
glossary, dictionary, thesaurus
3.5
abcdefghijklm
 Read and comprehend fictional text and
poetry: read for a specific purpose by
locating information, identify main idea
and details, restate a main idea; make
connections with the text; make justify,
and modify predictions; gain meaning
before, during and after text by asking
and answering a variety of questions, and
understanding basic lessons from folk
tales from diverse cultures; describe
Week 1
 Selection tests
 Reading Routines
 Writer’s Workshop Routines
 Cold reading assessments
Textbook Support:
TE-Unit 1 9 weeks assessments
Week 2
 “Boom Town”
 Reader response journals
Week 3
 “What About Me”
 Writing prompts
Week 4
 “Alexander, Who Used to Be
Rich Last Sunday”
 Rubrics
Week 5
 “If You Made a Million”
 Running records/timed fluency
Week 6
 “My Rows and Piles of Coins”  Student teacher conference
Week 7- Novel Study
 When I Was Young in the
 Reader retell
Mountains Novel Study
TE-Unit 2 Graphic organizers
Week 8
 Self edit checklist
 “Penguin Chick”
Week 9
Property of the Town of West Point Public Schools
3.1abcd
Reading
Revised : August 30, 2012
 Group discussion
 Teacher made tests
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.6 abcdjkl
3.7 ab
Writing
Revised : August 30, 2012
character’s attributes, compare and
contrast characters, explain how
character’s actions impact events; apply
knowledge of setting; identify author’s
purpose; draw conclusions; identify
problem and solution; monitor
comprehension; distinguish between
fiction and nonfiction, realism and
fantasy, fact and opinion; read fluently
 Read and comprehend nonfiction texts:
identify author’s purpose; connect to
previous experience and other text; use
content text features, formats, specialized
type, and graphics to preview text; ask
and answer questions, monitor
comprehension by being aware when
understanding breaks down; apply
phonetic strategies, interpret punctuation,
apply knowledge of sentence structure, use
illustrations to gain information, identify
new information, read fluently

“A Day’s Work”
 Teacher observation
 Weekly word study
assessments
 Dictated sentences
 Cloze assessments
 Student created response such
as journals summaries, blogs,
ads, scripts
 Demonstrate comprehension of information
from a variety of print and electronic
resources: decide which resource is best for
finding information; use table of contents,
indices and charts; locate information in a
variety of sources; retrieve information
from electronic resources, use the internet
to find information on a given topic.
SIM: Introduce and teach Fundamentals in the Weekly Writer’s Workshop
Sentence Writing Strategy – Lessons 1-10
Activities
Property of the Town of West Point Public Schools
STRAND
SOL/
Objective #(s)
* denotes
(Organizing
Concepts)
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.8
 Write legibly using cursive writing: use
correct letter formation; use appropriate
habits (posture, position, pencil grip)
3.9 abcdefg
 Write for a variety of purposes: use
prewriting strategies; write a clear topic
sentence; write on one topic per
paragraph; use the writing conventions of
letters, informative/ explanatory samples,
narratives; use transitional words; use
linking words; apply knowledge of writing
domains; read own writing to check for
rhythm; add details; use models from
reading; use nouns, verbs, adjectives; use
organizers; clarify writing when revising
using specific vocabulary and information
3.10 abcdefghij
 Edit writing for correct grammar,
capitalization, punctuation, and spelling; use
complete sentences; use transition words
and varied sentence structure; use “I” in
compound subjects, use past and present
verb tenses; use singular possessives;
punctuate correctly (commas in a series,
apostrophes in contractions with
pronouns, conventions of dialogue;
understanding and use of one word for
another such as pronouns, general
location such as here or there, synonyms
like animal for dog; simple abbreviations;
Revised : August 30, 2012
Week 1
 Writing Routines
Textbook Support:
TE-Unit 1
Week 2
 “Boom Town”
Week 3
 “What About Me”
Week 4
 “Alexander, Who Used to Be
Rich Last Sunday”
Week 5
 “If You Made a Million”
Week 6
 “My Rows and Piles of Coins”
Week7-Writer’s Workshop
 Mystery Story
Textbook Support:
TE-Unit 2
Week 8
 “Penguin Chick”
Week 9
 “A Day’s Work”
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
articles a, an the; correct spelling for
frequently used words and sight words
including irregular plurals
3.12
Revised : August 30, 2012
 Use available technology for reading and
writing; use available technology for
reading and writing; read electronic
media to gather information, gain
knowledge, and for enjoyment; use
available technology to compose, edit,
share, and collaborate with others; ask
and respond to questions about material
presented through various media formats
Property of the Town of West Point Public Schools
West Point Public School
English/Language Arts Curriculum Map
Grade 3
Bold Print – New Instruction
Not Bold – Instruction Continues
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Assessment
3.2 abcde
3.3 ab
Reading
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Summative
3.1 abcd
Oral
Language
2nd QUARTER
3.4 cdabefg
Revised : August 30, 2012
 Use effective communication skills in group
activities; listen attentively and summarize, ask
and respond to questions, explain what has
been learned (increase listening and speaking
vocabulary, use language appropriate to
context)
 Present brief oral reports; speak clearly, use
appropriate volume and pitch, use
understandable rate, organize ideas around
major points, use contextually appropriate
language with specific vocabulary
Textbook Support:
Question of the Day/Week
 Apply word-analysis skills when reading; apply
knowledge of regular and irregular vowel
patterns to decode words, apply knowledge of
ambiguous vowel patterns, apply knowledge of
the change in tense, decode regular
multisyllabic words fluently
Textbook Support:
TE-Unit 2
Week 1
 “Prudy’s Problem”
Week 2-Reader’s Theater
 Thanksgiving Story
Week 3
 “Tops and Bottom”
Week 4
 “William’s House’”
 Expand vocabulary when reading; use
knowledge of homophones, use knowledge of
roots, affixes, synonyms, and antonyms, use
vocabulary from content areas, use glossary,
dictionary, thesaurus, use context clues for
homophones, use context clues including
restatement, synonym, example, direct
 Group discussion
 Oral presentations and reports
 Teacher made tests
 Selection tests
 Cold reading assessments
 9 weeks assessment
Textbook Support:
TE-Unit 3
 Reader response journals
 Writing prompts
 Rubrics
 Running records/timed fluency
 Student teacher conference
 Reader retell
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
description, use transition words to show
cause and effect, compare-contrast, and
time sequence
3.5
abcdefghijklm
3.6 efghabcdjkl
Revised : August 30, 2012
 Read and comprehend fictional text and poetry:
read for a specific purpose by locating
information, identify main idea and details,
restate a main idea; make connections with the
text; make justify, and modify predictions;
gain meaning before, during and after text by
asking and answering a variety of questions,
and understanding basic lessons from folk tales
from diverse cultures; describe character’s
attributes, compare and contrast characters,
explain how character’s actions impact events;
apply knowledge of setting; identify author’s
purpose; draw conclusions; identify problem
and solution; monitor comprehension;
distinguish between fiction and nonfiction,
realism and fantasy, fact and opinion; read
fluently
 Read and comprehend nonfiction texts: identify
author’s purpose; connect to previous
experience and other text; use content text
features, formats, specialized type, and
graphics to preview text; ask and answer
questions, monitor comprehension by being
aware when understanding breaks down; apply
phonetic strategies, interpret punctuation,
apply knowledge of sentence structure, use
illustrations to gain information, identify new
Week 5
 “The Gardener”
Week 6
 “Pushing up the Sky”
Week 7-Reader’s Theater
 Fractured Fairy Tales
Week 8
 “Night Letters”
Week 9
 “A Symphony of Whales”
 Graphic organizers
 Self edit checklist
 Teacher observation
 Word study inventory
 Weekly word study tests
 Dictated sentences
 Cloze assessments
 SOL released reading test
 SOL released writing test
 Student created response such
as journals summaries, blogs,
ads, scripts
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
information, read fluently; draw conclusions
about what is read; summarize, identify
main idea and details, restate main idea in
own words
3.7 ab
3.8
3.9 abcdefg
Writing
Revised : August 30, 2012
 Demonstrate comprehension of information
from a variety of print and electronic
resources: decide which resource is best for
finding information; use table of contents,
indices and charts; locate information in a
variety of sources; retrieve information from
electronic resources, use the internet to find
information on a given topic.
SIM: Reinforce Fundamentals in the Sentence
Writing Strategy – Lessons 1-10
SIM: Introduce Proficiency in the Sentence
Writing Strategy Compound Sentences
Weekly Writer’s Workshop
Activities
Textbook Support:
TE-Unit 2
Week 1
 Write legibly using cursive writing: use correct
 “Prudy’s Problem”
letter formation; use appropriate habits
Week 2-Writer’s Workshop
(posture, position, pencil grip)
 Thank you letter
Week 3
 Write for a variety of purposes: use prewriting
 “Tops and Bottom”
strategies; write a clear topic sentence; write
Week 4
on one topic per paragraph; use the writing
 “William’s House’”
conventions of letters, informative/
Textbook Support:
explanatory samples, narratives; use
TE-Unit 3
transitional words; use linking words; apply
Week 5
knowledge of writing domains; read own
 “The Gardener”
writing to check for rhythm; add details; use
Week 6
models from reading; use nouns, verbs,
 “Pushing up the Sky”
adjectives; use organizers; clarify writing when
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.10 abcdefghij
revising using specific vocabulary and
information
 Edit writing for correct grammar, capitalization,
punctuation, and spelling; use complete
sentences; use transition words and varied
sentence structure; use “I” in compound
subjects, use past and present verb tenses; use
singular possessives; punctuate correctly
(commas in a series, apostrophes in
contractions with pronouns, conventions of
dialogue; understanding and use of one word
for another such as pronouns, general location
such as here or there, synonyms like animal for
dog; simple abbreviations; articles a, an the;
correct spelling for frequently used words and
sight words including irregular plurals
Week 7-Writer’s Workshop
 Create a fable
Week 8
 “Night Letters”
Week 9
 “A Symphony of Whales”
3.12
 Use available technology for reading and
writing; use available technology for reading
and writing; read electronic media to gather
information, gain knowledge, and for
enjoyment; use available technology to
compose, edit, share, and collaborate with
others; ask and respond to questions about
material presented through various media
formats
Revised : August 30, 2012
Property of the Town of West Point Public Schools
West Point Public School
English/Language Arts Curriculum Map
Grade: 3
rd
Bold Print – New Instruction
Not Bold – Instruction Continues
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
Assessment
3.1 abcd
Oral
Language
3.2 abcde
3.3 ab
3.4 abcdefg
Reading
3.5 abcdefghi
Revised : August 30, 2012
3 QUARTER
Essential Skills/Concepts
Resource Correlations
 Use effective communication skills in group
activities; listen attentively and summarize,
ask and respond to questions, explain what has
been learned
 Present brief oral reports
Textbook Support:
Question of the Day/Week
 Apply word-analysis skills when reading; apply
knowledge of regular and irregular vowel
patterns to decode words, apply knowledge of
ambiguous vowel patterns, apply knowledge
of the change in tense, decode regular
multisyllabic words fluently
Textbook Support:
TE-Unit 3
Week 1
 “A Symphony of Whales
Week 2
 “Volcanoes: Nature’s
Incredible Fireworks”
Textbook Support:
TE-Unit 4
Week 3
 “Wings”
Week 4
 “Hottest, Coldest, Highest
Deepest”
Week 5
 “Rocks in His Head”
Week 6
 “America’s Champion
Swimmer: Gertrude Ederle”
Week 7
 Expand vocabulary when reading; use
knowledge of homophones, use knowledge of
roots, affixes, synonyms, and antonyms, use
vocabulary from content areas, use glossary,
dictionary, thesaurus, use context clues for
homophones, use context clues including
restatement, synonym, example, direct
description, use transition words to show
cause and effect, compare-contrast, and time
sequence
 Read and comprehend fictional text and poetry:
read for a specific purpose by locating
information, identify main idea and details,
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
 Group discussion
 Oral presentations and reports
 Teacher made tests
 Selection tests
 Cold reading assessments
 9 weeks assessments
 Reader response journals
 Writing prompts
 Rubrics
 Running records/timed fluency
 Student teacher conference
 Reader retell
 Graphic organizers
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
restate a main idea; make connections with the
text; make justify, and modify predictions;
gain meaning before, during and after text by
asking and answering a variety of questions,
and understanding basic lessons from folk
tales from diverse cultures; describe
character’s attributes, compare and contrast
characters, explain how character’s actions
impact events; apply knowledge of setting;
identify author’s purpose; draw conclusions;
identify problem and solution; monitor
comprehension; distinguish between fiction
and nonfiction, realism and fantasy, fact and
opinion; read fluently
3.6 iabcdefghjkl
Revised : August 30, 2012
 Read and comprehend nonfiction texts: identify
author’s purpose; connect to previous
experience and other text; use content text
features, formats, specialized type, and
graphics to preview text; ask and answer
questions, monitor comprehension by being
aware when understanding breaks down; apply
phonetic strategies, interpret punctuation,
apply knowledge of sentence structure, use
illustrations to gain information, identify new
information, read fluently; draw conclusions
about what is read; summarize, identify main
idea and details, restate main idea in own
words; compare and contrast biographies
and autobiographies
 “Fly, Eagle, Fly”
Week 8-9 Biogrophy Trade Books
 Wide range of reading level
biographies
 Internet sites and articles
 Self edit checklist
 Teacher observation
 Dictated sentences
 Cloze assessments
 SOL released reading test
 SOL released writing test
 Student created response such
as journals summaries, blogs,
ads, scripts
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.7 ab
3.8
3.9 abcdefg
Writing
3.10 abcdefghij
Revised : August 30, 2012
 Demonstrate comprehension of information
from a variety of print and electronic
resources: decide which resource is best for
finding information; use table of contents,
indices and charts; locate information in a
variety of sources; retrieve information from
electronic resources, use the internet to find
information on a given topic..
SIM: Reinforce Fundamentals in the Sentence
Writing Strategy – Lessons 1-10
SIM: Reinforce Proficiency in the Sentence
Writing Strategy Compound Sentences
SIM: Introduce Paragraph Writing Strategy
Vocabulary and Concepts
 Write legibly using cursive writing: use correct
letter formation; use appropriate habits
(posture, position, pencil grip)
 Write for a variety of purposes: use prewriting
strategies; write a clear topic sentence; write
on one topic per paragraph; use the writing
conventions of letters, informative/
explanatory samples, narratives; use
transitional words; use linking words; apply
knowledge of writing domains; read own
writing to check for rhythm; add details; use
models from reading; use nouns, verbs,
adjectives; use organizers; clarify writing
when revising using specific vocabulary and
information
Weekly Writer’s Workshop
Activities
Textbook Support:
TE-Unit 3
Week 1
 “A Symphony of Whales
Week 2
 “Volcanoes: Nature’s
Incredible Fireworks”
Textbook Support:
TE-Unit 4
Week 3
 “Wings”
Week 4
 “Hottest, Coldest, Highest
Deepest”
Week 5
 “Rocks in His Head”
Week 6
 “America’s Champion
Swimmer: Gertrude Ederle”
Week 7
 “Fly, Eagle, Fly”
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.11abcd
3.12
 Edit writing for correct grammar, capitalization,
punctuation, and spelling; use complete
sentences; use transition words and varied
sentence structure; use “I” in compound
subjects, use past and present verb tenses; use
singular possessives; punctuate correctly
(commas in a series, apostrophes in
contractions with pronouns, conventions of
dialogue; understanding and use of one word
for another such as pronouns, general location
such as here or there, synonyms like animal
for dog; simple abbreviations; articles a, an
the; correct spelling for frequently used words
and sight words including irregular plurals
Week 8-9 Writer’s Workshop
 Biography reports
 Internet sites and articles
 Write a short report: focus on a central topic;
develop a list of questions for the topic;
identify and use appropriate resources;
follow the forms of writing for short
reports; write using own words; language
and or thoughts of another author are given
credit
 Use available technology for reading and
writing; use available technology for reading
and writing; read electronic media to gather
information, gain knowledge, and for
enjoyment; use available technology to
compose, edit, share, and collaborate with
others; ask and respond to questions about
material presented through various media
Revised : August 30, 2012
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
formats
Revised : August 30, 2012
Property of the Town of West Point Public Schools
West Point Public School
English/Language Arts Curriculum Map
Grade: 3
th
Bold Print – New Instruction
Not Bold – Instruction Continues
STRAND
(Organizing
Concepts)
Oral
Language
SOL/
Objective #(s)
* denotes
Summative
Assessment
3.1abcd
3.2 abcde
3.3 ab
3.4 abcdefg
Reading
3.5 abcdefghi
Revised : August 30, 2012
4 QUARTER
Essential Skills/Concepts
Resource Correlations
 Use effective communication skills in group
activities; listen attentively and summarize,
ask and respond to questions, explain what has
been learned
 Present brief oral reports
Textbook Support:
Question of the Day/Week
 Apply word-analysis skills when reading; apply
knowledge of regular and irregular vowel
patterns to decode words, apply knowledge of
ambiguous vowel patterns, apply knowledge
of the change in tense, decode regular
multisyllabic words fluently
Week 1-Reader’s Theater
 Historical Fiction
Textbook Support:
TE-Unit 5
Week 2
 Suki’s Kimono
Week 3
 “How My Family Lives in
America”
Week 4
 “Good-Bye, 283 Shin Dang
Dong”
Week 5
 “Jalapeño Bagels”
Week 6
 “Me and Uncle Romie”
Textbook Support:
TE-Unit 6
Week 7
“The Story of the Statue of
 Expand vocabulary when reading; use
knowledge of homophones, use knowledge of
roots, affixes, synonyms, and antonyms, use
vocabulary from content areas, use glossary,
dictionary, thesaurus, use context clues for
homophones, use context clues including
restatement, synonym, example, direct
description, use transition words to show
cause and effect, compare-contrast, and time
sequence
 Read and comprehend fictional text and poetry:
read for a specific purpose by locating
information, identify main idea and details,
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
 Group discussion
 Oral presentations and reports
 Teacher made tests
 Selection tests
 Cold reading assessments
 9 weeks assessments
 Reader response journals
 Writing prompts
 Rubrics
 Running records/timed fluency
 Student teacher conference
 Reader retell
 Graphic organizers
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
restate a main idea; make connections with the
text; make justify, and modify predictions;
gain meaning before, during and after text by
asking and answering a variety of questions,
and understanding basic lessons from folk
tales from diverse cultures; describe
character’s attributes, compare and contrast
characters, explain how character’s actions
impact events; apply knowledge of setting;
identify author’s purpose; draw conclusions;
identify problem and solution; monitor
comprehension; distinguish between fiction
and nonfiction, realism and fantasy, fact and
opinion; read fluently
3.6 abcdefgh
Revised : August 30, 2012
 Read and comprehend nonfiction texts: identify
author’s purpose; connect to previous
experience and other text; use content text
features, formats, specialized type, and
graphics to preview text; ask and answer
questions, monitor comprehension by being
aware when understanding breaks down; apply
phonetic strategies, interpret punctuation,
apply knowledge of sentence structure, use
illustrations to gain information, identify new
information, read fluently; draw conclusions
about what is read; summarize, identify main
idea and details, restate main idea in own
words; compare and contrast biographies and
autobiographies
Liberty”
Week 8
“Two Bad Ants”
Week 9-SOL Testing
 Self edit checklist
 Teacher observation
 Word study screening inventory
 Word study feature inventory
 Dictated sentences
 Cloze assessments
 SOL released reading test
 SOL released writing test
 Student created response such
as journals summaries, blogs,
ads, scripts
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.7 ab
3.8
3.9 abcdefg
Writing
3.10 abcdefghij
Revised : August 30, 2012
 Demonstrate comprehension of information
from a variety of print and electronic
resources: decide which resource is best for
finding information; use table of contents,
indices and charts; locate information in a
variety of sources; retrieve information from
electronic resources, use the internet to find
information on a given topic.
SIM: Reinforce Fundamentals in the Sentence
Writing Strategy – Lessons 1-10
SIM: Reinforce Proficiency in the Sentence
Writing Strategy Compound Sentences
SIM: Continue to introduce Paragraph Writing
Strategy Vocabulary and Concepts
 Write legibly using cursive writing: use correct
letter formation; use appropriate habits
(posture, position, pencil grip)
 Write for a variety of purposes: use prewriting
strategies; write a clear topic sentence; write
on one topic per paragraph; use the writing
conventions of letters, informative/
explanatory samples, narratives; use
transitional words; use linking words; apply
knowledge of writing domains; read own
writing to check for rhythm; add details; use
models from reading; use nouns, verbs,
adjectives; use organizers; clarify writing
when revising using specific vocabulary and
information
Weekly Writer’s Workshop
Activities
Week 1-Writer’s Workshop
 Non-fiction text
 Internet sites and articles for
selected states
Textbook Support:
TE-Unit 5
Week 2
 Suki’s Kimono
Week 2
 “How My Family Lives in
America”
Week 3
 “Good-Bye, 283 Shin Dang
Dong”
Week 4
 “Jalapeño Bagels”
Week 5
 “Me and Uncle Romie”
Textbook Support:
TE-Unit 6
Week 6
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
 Edit writing for correct grammar, capitalization,
punctuation, and spelling; use complete
sentences; use transition words and varied
sentence structure; use “I” in compound
subjects, use past and present verb tenses; use
singular possessives; punctuate correctly
(commas in a series, apostrophes in
contractions with pronouns, conventions of
dialogue; understanding and use of one word
for another such as pronouns, general location
such as here or there, synonyms like animal
for dog; simple abbreviations; articles a, an
the; correct spelling for frequently used words
and sight words including irregular plurals
“The Story of the Statue of
Liberty”
Week 7
“Two Bad Ants”
Week 8
Writer’s Workshop
 Non-fiction text
 Internet sites and articles for
selected states
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
3.11 abcd
3.12
Week 9-SOL Testing
 Write a short report: focus on a central topic;
develop a list of questions for the topic;
identify and use appropriate resources; follow
the forms of writing for short reports; write
using own words; language and or thoughts of
another author are given credit
 Use available technology for reading and
writing; use available technology for reading
and writing; read electronic media to gather
information, gain knowledge, and for
enjoyment; use available technology to
compose, edit, share, and collaborate with
others; ask and respond to questions about
material presented through various media
formats
Revised : August 30, 2012
Property of the Town of West Point Public Schools
STRAND
(Organizing
Concepts)
SOL/
Objective #(s)
* denotes
Summative
West Point Public School
English/Language Arts Curriculum Map
Essential Skills/Concepts
Resource Correlations
Formative/Summative Assessments
(Writing Assignments, Tests,
Projects, Performances)
Assessment
Revised : August 30, 2012
Property of the Town of West Point Public Schools