All Year

Done all year in social studies

Vocabulary

B:  Read accurately high-frequency sight words.

4:  Read accurately high frequency sight words.

Done all year in social studies

C:  Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

5:  Apply knowledge of individual words in unknown compound words to determine their meanings.

Writing Conventions

B:  Spell grade-appropriate words correctly.

6:  Follow common spelling generalizations (e.g., consonant doubling, dropping e and changing y to i).

Fiction

q  Reading helps us gain understanding of life issues.

Successful writers know that writing communicates ideas about the world around them.

Reading Process

A:  Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

1:  Establish a purpose for reading (e.g. to be informed, to follow directions or to be entertained).

Content:  Gilla Monsters Meet You at the Air Port

F:  Apply and adjust self-monitoring strategies to assess understanding of text.

8:  Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back.

9:  Use criteria to choose independent reading materials (e.g. personal interest, knowledge of authors and genres or recommendations from others).

10:  Independently read books for various purpose (e.g. for enjoyment, for literary experience, to gain information or to perform a task).

RP#10—Personal Communication and Selected Response

·         At the beginning of each week a weekly reading log

·         Form will go home to parents indicating that students need to read independently for 15 to 20 minutes.  The selection and time read will be recorded and returned to school to monitor the type of literature selected and if students are reading.

Reading Log

·         Accelerated reading assessments will be used.

Reading Log Rubric

Reading Applications:  Literacy

C:  Recognize the defining characteristics and features of different types of literary forms and genres.

4:  Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

E:  Identify the theme of a literary text.

6:  Identify stated and implied themes.

September

Writing Application

C:  Write formal and informal letters that include important details and follow correct letter format.

3:  Write formal and informal letters (e.g. thank you notes, letters of request) that include relevant information and date, proper salutation, body, closing and signature.

WA#3—Personal Communication and Extended Written Response

·         Pen pals

·         Student Writing Journal communication home.  Students write a letter to a parent indicating what was done during the school week in the journal and the parent responds.

A new rubric needs to be created.

Use Sorts 1-3 to help generate rhyming words.

Phonemic Awareness, Word Recognition and Fluency

A:  Use letter-sound correspondence knowledge and structural analysis to decode words.

1:  Identify rhyming words with the same or different spelling patters.

2:  Use letter-sound knowledge and structural analysis to decode words.

DRA or Dibbles

3:  Use knowledge of common word families (e.g., --ite or –ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words.

Writing Process

A:  Generate ideas and determine a topic suitable for writing.

1:  Generate writing ideas through discussions with others and from printed material.

2:  Develop a clear main idea for writing.

E:  Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

6:  Use a wide range of simple, compound and complex sentences.

Literacy Place – “How My Family Lives in America”

Reading Process

A:  Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

6:  Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

B:  Make predictions from text clues and cite specific examples to support predictions.

2:  Predict content events and outcomes by using chapter titles, section headers, illustrations and story topics and support those predictions with examples from text.

October

Scholastic News, National Geographic

Reading Application Informational

A:  Use text features and structures to organize content, draw conclusions and build text knowledge.

1:  Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend text.

RA:I#2 & 6—Select Response, Extended Written Response, Performance Assessment and Personal Communication

·         Use our social studies materials to create a cross curricular skills test

Literacy Place weekly newsletter, Our Communities text

D:  Use visual aides as sources to gain additional information from text.

4:  Draw conclusions from information in maps, charts, graphs and diagrams.

Word Wisdom Unit 4 “Living Things”

Acquisition of Vocabulary

A:  Use context clues to determine the meaning of new vocabulary.

1:  Determines the meaning of unknown words using a variety of strategies.

AV#1—Select Response and Extended Written Response

Unit 4, Word Wisdom

Phonemic Awareness, Phonics, Fluency

B:  Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

B.      

6:  Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension.

Fluency—Performance Assessment

·         Oral reading fluency of students using grade level benchmarks to determine if student is on track for meeting end of the year ORF at 110 WPM on a 3rd grade text.  DRA

Writing Conventions

D:  Use grammatical structure to effectively communicate ideas in writing.

11:  Use nouns, verbs and adjectives correctly.

Writing Process

C:  Apply knowledge of graphic or other organizers to clarify ideas of writing assessments.

4.  Use organizational strategies (e.g. brainstorming lists, webs and Venn diagrams) to plan writing.

WP#4—Performance Assessment and Personal Communication

·         Observations of writing samples using student writing journal.

·      Friday letter to parents.

·      ODE Screening and Diagnostic writing test.

·      WCS writing assessment

D:  Spend the necessary amount of time to revisit, rework and refine pieces of writing.

10:  Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

E:  Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

7:  Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases.

Writing Application

No associated benchmark

5:  Produce informal writings (e.g., messages, journals, note and poems) for various purposes.

Reading Process

C:  Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

3:  Compare and contrast information between texts and across subject areas.

Looking for assessment or wait until next quarter.

Writing Conventions

C:  Use conventions of punctuation and capitalization in written work.

8:  Use end punctuation marks correctly.

WC#8—Personal Communication and Performance Assessment

·         Daily review

·         Paragraph writing assignments

Literacy Place

Reading Applications:  Literary

B:  Use supporting details to identify and describe main ideas, characters and setting.

2:  Use concrete details from the text to describe characters and setting.

RA-L#2, 3, 5—Performance Assessment, Personal Communication, Extended Response

• Read a piece of literature from series and utilize a story map to identify details, characters and settings.
• Guided reading group discussions regarding author’s choice of words and methods authors use to influence.

WSC Fiction Test Template

WCS – 1^st Quarter Reading Assessment

D:  Explain how an author’s word choice and use of methods influences the reader.

5:  Explain how an author’s choice of words appeals to the senses.

7:  Describe methods authors use to influence readings’ feelings and attitudes (e.g. appeal of characters in a picture book; use of figurative language).

November

Literacy Place “Dragon in the Rocks”, “Up Goes the Skyscraper”

Reading Applications:  Informational

E:  Evaluate two- and three-step directions for proper sequencing and completeness.

5:  Analyze a set of directions for proper sequencing, clarity and completeness.

RA-I#5—Personal Communication

• Teacher observations and questioning during small and whole class activities (e.g., how do you make a sandwich).

Writing Process

B:  Determine audience and purpose for self-selected and assigned writing tasks.

E:  Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

5:  Organize writing by providing a simple introduction, body and a clear sense of closure.

WP 3 and 5, WA 1—Personal Communication

• All writing assignments that students  engage in will utilize the ODE rubric (COWS).
• In addition to classroom and curriculum embedded writing, 3 formal writing assessments will be conducted over the course of the school year.

Content:  These skills will be taught throughout the year using a variety of different pieces of literature (The True Story of the 3 Little Pigs vs. The 3 Little Pigs vs. The 3 Little Havalinas; Cinderella)

Reading Applications:  Literary

A:  Compare and contrast plot across literary works.

1:  Recognize and describe similarities and differences of plot across literary works.

RA: L#1, 4, 6—Performance Assessment & Observation

• Students will read similar literary works and will complete a similar story map that identifies the concepts of plot, character, setting and theme.

December

Word Wisdom Unit 7, “Language and Writing”

Acquisition of Vocabulary

A:  Use context clues to determine the meaning of new vocabulary.

1:  Determine the meaning of unknown words using a variety of context clues, including word, sentence and paragraph clues.

AV #1 & 6—Performance Assessment

• Post-test from Word Wisdom Unit 7

C:  Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

6:  Use knowledge of contractions and common abbreviations to identify whole words.

January

Fiction Test Skeleton

Non Fiction Test Skeleton

Compare and Contrast Chart

Similarities and Differences Chart

Reading Process

C:  Draw conclusions from information in the text.

4:  Summarize texts, sequencing information accurately and include main ideas and details as appropriate.

RP 4; RA: I #2 and #3—Personal Communication

• Students will read non-fiction texts.  The assessment will be common and it will have students identify the central idea, supporting details, sequence of events, etc.

RP#3—Selected and Written Response, Personal Communication

·         Compare and contrast 2 different versions of a book

Reading Application:  Informational

B:  Ask clarifying questions concerning essential elements of informational text.

2:  List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers.

C:  Identify and list the important central ideas and supporting details of informational text.

3:  Identify and list the important central ideas and supporting details of informational text.

Reading Application:  Literary

A:  Compare and contrast plot across literary works.

3:  Retell the plot sequence.

RP#3 – Selected and written response, personal communication, compare and contrast 2 different versions of a book.

Writing Process

E:  Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

8:  Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

WP #s 8, 9 and 13—Personal Communication

• Diagnostic writing assessment

9:  Use available technology to compose text.

F:  Use a variety of resources and reference materials to select more effective vocabulary when editing.

13:  Use resources and reference materials, including dictionaries, to select more effective vocabulary.

Writing Applications

B:  Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text.

2:  Write responses to novels, stories and poems that demonstrate an understanding of the text and support judgments with specific references to the text.

WA #2—Personal Communication

Writing Conventions

B:  Spell grade-appropriate words correctly.

3:  Spell all familiar high-frequency words, words with short vowels and common endings correctly.

WC #3, 4, 10 and 12—Performance Assessment

3rd Grade Writing Rubric

Words Their Way

4:  Spell contractions, compounds and homonyms (e.g. hair and hare) correctly.

C:  Use conventions of punctuation and capitalization in written work.

10:  Use correct capitalization.

D:  Use grammatical structures to effectively communicate ideas in writing.

12:  Use subjects and verbs that are in agreement.

Communication:  Oral and Visual

A:  Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

1:  Ask questions for clarification and explanation, and respond to others’ ideas.

Give informational presentations.

B:  Respond to presentations and media messages by stating the purpose and summarizing main ideas.

2:  Identify the main idea, supporting details and purpose of oral presentations.

C:  Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.

4:  Demonstrate an understanding of the rules of the English language.

5:  Select language appropriate to purpose and audience.

6:  Use clear diction and tone, and adjust volume and tempo to stress important ideas.

7:  Adjust speaking content according to the needs of the audience.

D:  Identify examples of facts and opinions and explain their differences.

3:  Identify the difference between facts and opinions in presentations and visual media.

3^rd Qtr. – Complete Sorts 7 - 11

E:  Identify examples of facts and opinions and explain their differences.

Organize presentations to provide a beginning, middle and ending and include concrete details.

8:  Deliver informational presentations that:

a.    Present events or ideas in logical sequence and maintain a clear focus;

b.    Demonstrate an understanding of the topic.

c.    Include relevant facts and details from multiple sources to develop topic;

d.    Organize information, including a clear introduction, body and conclusion;

e.    Use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

f.     Identify sources.

G:  Deliver a variety of presentations, using visual materials as appropriate.

9:  Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

February

Writing Applications

D:  Write informational reports that include facts, details and examples that illustrate an important idea.

4:  Write informational reports that include the main ideas and significant details from the text.

Write informational essays.

Word Wisdom Unit 5 “Work and Money”

Vocabulary

A:  Use context clues to determine the meaning of new vocabulary.

2:  Use context clues to determine the meaning of homophones, homonyms and homographs.

C:  Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

7:  Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including –er, -est, -ful and –less to determine meaning of words.

8:  Decode and determine the meaning of words by using knowledge of root words and their various inflections.

D:  Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

3:  Apply the meaning of the terms synonyms and antonyms.

March

April

Writing Applications

No applicable benchmark

5:  Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

ODE Observ Assessment WA_5

A:  Write narrative accounts that develop character, setting and plot.

1:  Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot.

Word Wisdom Unit 8 “Measurement”

Vocabulary

E:  Use resources to determine the meanings and pronunciations of unknown words.

9:  Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process

C:  Draw conclusions form information in the text.

5:  Make inferences regarding events and possible outcomes from information in text.

E:  Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluate).

7:  Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Writing Conventions

C:  Use conventions of punctuation and capitalization in written work.

5:  Use commas, end marks, apostrophes and quotation marks correctly.

May/June

Writing Process

D:  Spend the necessary amount of time to revisit, rework and refine pieces of writing.

10:  Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

Performance Assessment

3^rd Grade Writing Rubric

ODE Observation Assess WP 12_16

E:  Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

11:  Add descriptive words and details and delete extraneous information.

12:  Rearrange words, sentences and paragraphs to clarify meaning.

Writing Conventions

A:  Write legibly in finished drafts.

1:  Write legibly in cursive, spacing letters, words and sentences appropriately.

B:  Spell grade-appropriate words correctly.

2:  Spell multi-syllabic words correctly.

7:  Use resources to check spelling (e.g., a dictionary, spell check).

C:  Use conventions of punctuation and capitalization in written work.

9:  Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives.

D:  Use grammatical structures to effectively communicate ideas in writing.

13:  Use irregular plural nouns.

ODE Observation Assess WC_13

14:  Use nouns and pronouns that are in agreement.

15:  Use past, present and future verb tenses.

16:  Use possessive nouns and pronouns.

17:  Use conjunctions.

Phonemic Awareness, Word Recognition, Fluency

B:  Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for  text.

4:  Demonstrate a growing stock of sight words.

Sight Word List

5:  Read text using fluid and automatic decoding skills.

Fluency Quality Rubric

Research

A:  Identify a topic of study, construct questions and determine appropriate sources for gathering information.

1:  Choose a topic for research from a list of questions, assigned topic or personal area of interest.

Example of Research Rubric

2:  Utilize appropriate search techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).

3:  Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.

B:  Select and summarize important information and sort key findings into categories about a topic.

4:  Identify important information found in the sources and summarize the important findings.

5:  Sort relevant information into categories about the topic.

C:  Create a list of sources used for oral, visual, written or multimedia reports.

6:  Understand the importance of citing sources.

D:  Communicate findings, orally, visually and in writing or through multimedia.

7:  Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

Writing Process

G:  Edit to improve sentence fluency, grammar and usage.

14:  Writing and edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

H:  Apply tools to judge the quality of writing.

15:  Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

I:  Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

16:  Rewrite and illustrate writing samples for display and for sharing with others.

Communication:  Oral & Visual

D:  Identify examples of facts and opinions and explain their differences.

3:  Identify the difference between facts and opinions in presentations and visual media.

G:  Deliver a variety of presentations, using visual materials as appropriate.

9:  Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.