ESL Pacing Guide Grade 3 - pemberton.k12.nj.us Pacing Guide Grade 3 MP Units ... 20 days 80 days MP3...

ESL Pacing Guide

Grade 3

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Back to School

20 days 20 days

MP1 Unit 2 – People Around Me

20 days 40 days

MP2 Unit 3 – Health and Lifestyle

20 days 60 days

MP2 Unit 4 – My Community

20 days 80 days

MP3 Unit 5 – The World Around Us

20 days 100 days

MP3 Unit 6 – The Natural World

20 days 120 days

MP4 Unit 7 – Heroes and Landmarks

20 days 140 days

MP4 Unit 8 – The Building of America

20 days 160 days

MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days

20 days 180 days

* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School District Third Grade ESL

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Unit Title: Unit 1: Back to School (Spotlight)

Stage 1: Desired Results Standards & Indicators: WIDA

• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies

NJSLS Grade 3 English Language Arts

• RL.3.1 • RL. 3.2 • RL. 3.3 • RL. 3.7 • RI. 3.3 • RI. 3.4 • RI.3.5 • RI. 3.7 • RI. 3.8 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL.3.2 • SL. 3.3 • SL. 3.4 • SL. 3.6 • L.3.1 • L. 3.5 • L. 3.6 • W. 3.2 • W. 3.4 • W. 3.5 • W 3.7

NJSLS Grade 3 Social Studies

• 6.1.P.D.4

NJSLS Grade 3 Mathematics • MP.4


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Standards & Indicators NJSLS Grade 3 Science

• ESS2 • PS2

NJSLS Visual and Performing Arts

• 1.1.2.B.2 • 1.3.P.B.4 • 1.3.2.D.3

NJSLS 21st Century Life and Careers

• CRP4 • CRP7


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Central Idea / Enduring Understanding: Students will…

• Identify and describe places and things

• Identify and describe objects

• Identify and describe actions

• Identify and describe people

• Describe feelings

• Identify cause and effect relationships

• Identify qualities of a friend

• Identify story structure

• Retell and relating events

• Describe spatial relations

• Define words in context

• Express likes and dislikes

• Identify sentence structure

• Identify text structure

• Define and explain math related concepts

• Compare and contrast

• Sequence Events

• Hypothesize and speculate

• Evaluate and correct original text

Essential/Guiding Question:

• What do people do in school?

• What are the different places that make up a school?

• What tools do we need in school?

• How can I determine the meaning of a word?

• How do sounds and letters create words?

• What is the author’s purpose? • Why do I write?

• How do I write/communicate clearly?

• How can I use a Thesaurus and/or Dictionary

to improve my reading/writing?

• How do I reflect on a theme, passage, or text?

• How do I use the key vocabulary?


4 | P a g e

Content:

• Theme: Back to School

• Grammar: prepositions, prepositional phrases, definite and Indefinite articles, common and proper nouns, action verbs, state of being verbs

• Vocabulary Development: daily key vocabulary,

using a dictionary

• Oral Language Development: fluency, intonation, pronunciation, rhymes, repeated sounds, onomatopoeia,

• Listening Comprehension: connecting

• Reading Comprehension: drawing conclusions,

sequencing, elements of images, confirming predictions, Character, setting, plot, theme, structure, number sentence

• Writing Strategies: opinion writing, paragraphs,

topic sentence, indent, support

• Literary Response: reflect, summarize

• Phonemic Awareness: beginning blends

Skills(Objectives):

• Predict

• Sequence/Retell

• Compare/Contrast

• Drawing Conclusions

• Story Structure

• Summarize

• Read Aloud with Fluency, Rhythm, and Pace.

• Alphabetical Order

• Character Traits

• Author’s Purpose

• Revise and Edit Paragraphs

• Sentence and Paragraph Structure

• Hypothesizing


5 | P a g e

Stage 2: Assessment Evidence Performance Task(s):

• Echo Read

• Personal Response Entries

• Graphic Organizers: prediction chart, four column chart, three column blending chart, main idea and details graphic organizer, two column School Workers Chart, 2 column Primary and Secondary color chart, Schools Venn Diagram.

• Oral Responses: Location Explanation,

Connecting

• Checking: Respond to critical thinking questions and check the text for details to support it.

• Focusing: capital letter editing, indefinite

articles

• Reflecting: character choices

• Applying: writing tasks about maps of the school, specific and general names, likes and dislikes

• Writing Paragraphs: independent topics,

scientific method, comparing and contrasting schools.

Other Evidence:

• Student Practice Books

• Student Writing Samples

• Unit Test

• Final Project – Essay on school

• Oral Presentation of Published Works


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Back to School

Lesson 2

• Frontload Vocabulary – Display and Introduce key vocabulary.

• Let’s Predict – Using a Prediction Chart graphic

organizer, students predict what the story is going to be about.

• Shared Read: Amir’s New School – Discuss

questions to develop comprehension and language skills and confirm/alter predictions.

• Beyond Words – Students complete a four column graphic organizer about characters, setting, situation, and vocabulary.

Lesson 3

• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.

• Sound It Out – Students complete a Three

Column graphic organizer to list words with the following beginning blends: fr, pr, tr.

Resources:

• Thematic Library Book – Jake’s Helpful Notebook

• School Photo Cards • Student Book pg. 8-9 and TE pg. 8

• School Photo Cards • Student Book pg. 10-11 and TE. pg. 10a

• Prediction Chart Graphic Organizer • Amir’s New School by April Pulley • Student Book pg. 10-19 and TE pg. 10a&b

• Amir’s New School by April Pulley • Student Book pg. 11-19 and TE pg. 11-19

• Four Column Graphic Organizer • Student Book pg. 10-11 and TE pg. 10

• Audio CD Track 2 • Student Book pg. 10 and TE pg. 20

• Three Column Graphic Organizer • TE pg. 21


7 | P a g e

Learning Opportunities/Strategies: Lesson 4

• Group Reading – Students reread Amir’s New School as a group and then in pairs.

• Summarizing – Students use a Three Column

graphic organizer (Beginning, Middle, End) to create a summary of Amir’s New School.

Lesson 5

• Build Background – Students work in groups to write directions to get to a specific location in the school.

• Connecting – Students listen to audio and make

connections between the story and the map of the school.

• Applying – Draw and label a map of their

school. Lesson 6

• Building Background – Students discuss the location, month, and weather for when each student was born in order to relate it back to the unit.

• Connecting – Students listen to audio and make connections across about time and weather.

• Focusing – Students correct capitalization errors.

• Vocabulary Review – Students brainstorm specific names and apply a general name to the specific name.

Resources:

• Audio CD Track 2 • Student Book pg. 21 and TE pg. 21a

• Three Column Graphic Organizer • Student Book pg. 21 and TE pg. 21a

• School Map


• Student Book pg. 22-23 and TE pg. 22a • Completed Map

• Earth Photo Cards • TE pg. 24


• Student Book pg. 25 and TE pg. 25

• TE pg. 24a


8 | P a g e


• Build Background- Discuss how activity photo cards relate to the primary reading and unit theme.

• Connecting- Students read the text independently then work in groups to connect key vocabulary with a paragraph on Amir’s favorite class.

• Vocabulary Review-Students will assign an indefinite or definite article to key vocabulary.

Lesson 8 • Access Prior Knowledge- Students review the

key components of a paragraph.

• Paragraphs- Read, dissect, and write paragraphs using structure and key vocabulary.

Lesson 9 • Frontload Vocabulary- Review verb key

vocabulary in sentences.

• Action Verbs and the Verb to be- Copy and complete questions about state of being and action verbs.

Resources:

• School photo Cards • TE pg. 26

• Student Book pg.26 and TE pg.26

• TE pg. 26a

• TE pg. 28


• TE pg. 30

• Student Book pg. 30-31 and TE pg. 30


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• Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.

• Properties of Addition and Subtraction – Students work in pairs to read number sentences and complete fact families.

• Vocabulary Review – Students develop and read fact families.

Lesson 11

• Frontload Vocabulary – Display and introduce students to key vocabulary.

• The School Community – Students use text to match school workers and activities through riddles. Students complete a two-column chart about school worker job descriptions.

• Vocabulary Review – Writer’s Response: How do school workers affect their daily schedules and what would happen if they did not come to school every day?

Lesson 12 • Frontload Vocabulary – Students choral read

the key vocabulary

• The Scientific Method – Students label and match the steps of the scientific method.

• Vocabulary Review – Using the scientific method, students write a plan to figure out if a pen or pencil will fall faster.

Resources:

• TE pg. 32


• TE pg. 33

• School photo cards • TE pg. 34

• Two-Column Chart • Student Book pg. 34-35 and TE pg. 34

• TE pg.35

• TE pg. 36


• TE pg. 37


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• Frontload Vocabulary – Students use a dictionary to define music key vocabulary.

• The Days Come and Go – Students listen to

audio and make connections with their own school day.

• Vocabulary Review – Students listen to audio to find the beat and rhythm of the song.

Lesson 14

• Frontload Vocabulary – Students identify each new key vocabulary word

• Primary and Secondary Colors – Students

create color spinners to help identify primary and secondary colors.

• Vocabulary Review – Using a two-column chart, students identify school supplies that have primary or secondary colors.

Lesson 15 • United States Schools – Students compare and

contrast schools from another country and a school in the United States using a Venn Diagram.

• Published Work – Students revise their Venn Diagrams and convert it into a paragraph to orally present to the class.

Resources:

• TE pg. 38

• Audio CD Track 6 • Student Book pg. 38 and TE pg. 38.

• Audio CD Track 6 • TE pg. 38a

• School Photo Cards • TE pg. 39a

• Student Book pg. 39 and TE pg. 39a

• Two-column graphic organizer • School Photo Cards • TE pg. 39

• Venn Diagram • Student Book pg. 40 and TE pg. 40

• Venn Diagram • TE pg. 40a


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• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.

• Your Paragraphs – Using the main idea and details graphic organizer, students will draft, revise, and edit an essay on school.

• Writing Fair – Students present finished projects to the class.

Resources:

• Unit 1 Checklist • TE pg. 41a

• Student paragraphs • Student Book pg. 41 and TE pg. 41a

• TE pg. 41c


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Differentiation Advanced Intermediate Beginner Newcomer

• Individual

presentations

• Lead group discussions

• Independent

reading and research

• Graphic

Organizers

• Open-ended questioning

• Write multiple

paragraphs with consistent spelling, grammar, and punctuation

• Develop

confidence with the writing process

• Group

presentations

• Group discussions

• Guided and independent reading and research

• Graphic Organizers

• Multiple choice and

open-ended questioning

• Repeated practice

with key vocabulary

• Write one paragraph with consistent spelling, grammar, and punctuation

• Guided and

independent practice with the writing process

• Rhymes, songs,

games, and dramatizations

• Questions with a

one or two word oral response

• Opportunities to

speak with key vocabulary

• Print-rich

environment

• Portable word wall

• Small group instruction and partner work with key and abstract vocabulary

• Teacher support with directions

• Visual aids, realia,

and manipulatives

• Draw and talk aloud to develop writing ideas

• Use of sentence

frames to jumpstart writing

• Rhymes, songs,

games, and pantomime using gestures and facial expressions


yes or no oral response


listen to and repeat key vocabulary

• Print-rich

environment with visual cues

• Portable word wall with visual cues

• Small group

instruction with letter/sound acquisition

• Visual aids, realia, and manipulatives

• Small group reading instruction using repetitive text with picture support

• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 2: People Around Me (Spotlight)

Stage 1: Desired Results Standards & Indicators: WIDA:



• RL.3.1 • RL. 3.2 • RL. 3.3 • RL. 3.5 • RL. 3.7 • RI. 3.1 • RI. 3.2 • RI. 3.4 • RI. 3.10 • RF. 3.3 • RF. 3.4 • SL. 3.3 • SL. 3.6 • L.3.1 • L. 3.5 • W. 3.2 • W. 3.4 • W. 3.5 • W. 3.8 • W. 3.10


• 6.1.P.D.1 • 6.1.P.D.4

NJSLS Grade 3 Mathematics

• MP.4


2 | P a g e

Standards & Indicators: NJSLS Grade 3 Science

• ESS2

NJSLS Visual and Performing Arts • 1.1.2.B.2 • 1.1.2.D.2


• CRP1 • CRP5


3 | P a g e


• Identify and describe family members

• Define types of family

• Identify People and places

• Describe appearance

• Identify characteristics

• Describe actions

• Describe relationships

• Identify characters

• Describe problems and solutions

• Identify Qualities of a friend

• Describe articles of clothing

• Describe daily routines

• Describe places and things



• Identify parts of the body and their uses

• Explain math related concepts

• Identify money

• Describe resources

• Describe art


• How do people describe their appearance?

• What clothes do peoples wear?

• Who are the members of a family unit?

• Who are the most important people in my life?

• How can I determine the meaning of a word?


• What is the author’s purpose? • Why do I write?

• How do I write/communicate clearly?

• Why do the rules of language matter?

• How do I use technology (PC, iPad etc.) to

help me with my project?

• How do I effectively use a variety of sources for my research?

• How can I use Thesaurus and/or a Dictionary

to improve my reading/writing?

• How can I connect the text to my real life?

• How do I apply the skills and strategies in reading and/or writing?


4 | P a g e

Central Idea / Enduring Understanding:

• Compare and contrast elements of art

• Sequence Events

• Summarize




• How do I reflect on a theme, passage, or text?


5 | P a g e

Content:

• Theme: People Around Me

• Grammar: phonetic spelling, pronouns, adjectives, adverbs, parts of speech

• Vocabulary Development: family tree, daily key

vocabulary, using a dictionary

• Oral Language Development: riddles, class surveys, fluency, intonation, pronunciation, beginning sounds


• Reading Comprehension: realistic fiction,

sequencing, elements of images, confirming predictions, make inferences, author’s point of view, plot, character, setting, plot, theme, structure, problem, solution, word problems

• Writing Strategies: descriptive writing,

proofread

• Literary Response: reflect, summarize, beyond words

• Phonemic Awareness: beginning sounds

Skills(Objectives):

• Predict

• Make Inferences

• Sequence/Retell

• Chain of Events


• Summarize

• Story Structure


• Physical Traits

• Author’s Point of View

• Revise and Edit Descriptive Paragraphs


• Problem/Solution

• Cause/Effect

• Parts of Speech

• Mathematic Word Problems


6 | P a g e

Stage 2: A Stage 2: Assessment Evidence

Performance Task(s):

• Echo Read


• Graphic Organizers: prediction chart, four-column graphic organizer, sequence/chain of events graphic organizer, three-column graphic organizer on problem and solution, main idea and details graphic organizer, family tree, family interview

• Oral Responses: class survey, Matching Family

Members, All Kinds of Families, Explanation, Connecting

• Checking: Respond to critical thinking questions

and check the text for details to support it

• Focusing: pronouns, adding adjectives, adverbs

• Reflecting: relating to the story

• Applying: riddles, adjectives, daily routines

• Writing Paragraphs: opinion writing, descriptive writing, student preferences, revising and editing paragraphs, beyond words

Other Evidence:



• Unit Test

• Final Project – Essay on Family



7 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to People Around You

Lesson 2


• Let’s Predict – Using a Prediction Chart graphic


• Shared Read – Using The World’s Greatest

Sandwich, students discuss questions to develop comprehension and language skills and confirm/alter predictions.

• Beyond Words – Students complete a Four-Column graphic organizer about characters, setting, situation, and vocabulary.

• What’s the Problem – Students complete a sequence/chain of events graphic organizer on the plot of the story.

Lesson 3


• Sound It Out – Students complete a four

Column graphic organizer to list words with the following beginning sounds: b,c,f,l,p,s,t.

Resources:

• Thematic Library Book – My Grandpa • People Photo Cards • Student Book pg. 42-43 and TE pg. 42-43

• People Photo Cards • TE. pg. 44a

• Prediction Chart Graphic Organizer • The World’s Greatest Sandwich by Kathleen

Muldoon • Student Book pg. 44 and TE pg. 44b

• The World’s Greatest Sandwich by Kathleen

Muldoon • Student Book pg. 44-53 and TE pg. 44b-53

• Four Column Graphic Organizer • Student Book pg. 44-45 and TE pg. 44

• Sequence/Chain of Events Graphic Organizer • TE pg. 53

• Audio CD Track 8 • Student Book pg. 44-53 and TE pg. 54

• Four Column Graphic Organizer • TE pg. 54a


8 | P a g e


• Group Reading – Students reread The World’s Greatest Sandwich as a group and then in pairs.

• Summarizing – Students use a Three Column graphic organizer (Problem and Solution) to create a summary of Amir’s New School.

Lesson 5

• Build Background – Using people photo cards, students work in groups to connect primary reading to unit theme.


connections between the story and images of students.

• Applying – Students create riddles to read to

their classmates about the key vocabulary. Lesson 6

• Building Background – Discuss the feeling photo cards and why someone would exhibit those feelings.

• Connecting – Students listen to audio and make connections across about family descriptions.

• Focusing – Students add adjectives to sentences.

• Applying – Students use adjectives to write a paragraph about their family.

Resources:

• Audio CD Track 8 • The World’s Greatest Sandwich by Kathleen

Muldoon • Student Book pg. 44-53 and TE pg. 55a

• Three Column Graphic Organizer • Student Book pg. 55 and TE pg. 55a

• People photo cards



• People Photo Cards • TE pg. 58

• Audio CD Track 10 • Student Book pg., 58 and TE pg.58


• Student Book pg. 59 and TE pg.58a


9 | P a g e


• Build Background – Discuss how home photo cards relate to the primary reading and unit theme.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with a paragraph on Timmy’s friends.

• Applying – Students complete a paragraph on their preferences for a typical school day.

• Vocabulary Review – Students use a 4-Column Chart to write about and discuss actions completed always, often, sometimes, and never.

Lesson 8 • Access Prior Knowledge – Students review the

key components of descriptive writing using adjectives and adverbs.

• Descriptive Writing – Students Read, dissect, and write descriptive paragraphs using structure and key vocabulary using Main Idea and Details Graphic Organizer.

Lesson 9 • Frontload Vocabulary – Students write

definitions and look up definitions of Key Vocabulary.

• Parts of Speech – Copy and complete questions

about parts of speech.

Resources:

• Home photo Cards • TE pg. 60


• TE pg. 60a

• 4-Column Chart • TE pg. 60a

• TE pg. 62

• Main Idea and Details Graphic Organizer • Student Book pg. 62 and TE pg. 62

• TE pg. 64



10 | P a g e


• Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.

• Money – Students work in pairs to solve word problems using money key vocabulary.

• Vocabulary Review – Students develop and read monetary values.

Lesson 11

• Frontload Vocabulary – Display and introduce key vocabulary.

• Family Members – Students connect text with their own family tree.

• Vocabulary Review – Students write family

members from the family tree on index cards. Their partner must match the key vocabulary to the person in their partner’s family tree.


the key vocabulary.

• Resources and Conservation – Label and match the renewable and nonrenewable resources.

• Vocabulary Review – Using the key vocabulary, separate materials based on if they can be recycled or reused.

Resources:

• Money Photo cards • TE pg. 66


• TE pg. 66

• TE pg. 68

• Family Tree • Student Book pg. 68-69 and TE pg. 68

• TE pg. 69

• TE pg. 70


• TE pg. 71


11 | P a g e


• Frontload Vocabulary – Students use a dictionary to define music key vocabulary.

• Do your ears hang low? – Students listen to

audio and make connections with their own school day.

• Vocabulary Review – Students listen to audio to

sing a song as a duet, in groups, and in a round. Lesson 14

• Frontload Vocabulary – Students identify each new key vocabulary word.

• Drawing Portraits – Students create a self-

portrait using techniques learned about in the key vocabulary.

• Vocabulary Review – Students compare and contrast their self-portrait with the portraits provided in the text.

Lesson 15 • Access Prior Knowledge – Using TPS, students

compare and contrast their knowledge of families in other countries.

• All Kinds of Families – Based on home interviews, students orally compare similarities and differences between their families and the families of their classmates.

• Published Work – Students convert their interviews and their comparisons with other families into paragraphs.

Resources:




• People Photo Cards • TE pg. 73a



• TE pg. 74


• Family Interview • TE pg. 75


12 | P a g e



• Your Descriptive Writing – Using the main idea and details graphic organizer, students will draft, revise, and edit an essay on friends and family.

• Writing Fair – Students present their finished projects to the class.

Resources:


• Main Idea and Details Graphic Organizer • Student Book pg. 75 and TE pg. 75 a

• TE pg. 75


13 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



yes or no oral response


listen to and repeat key vocabulary

• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 3: Health and Lifestyle (Spotlight)

Stage 1: Desired Results

Standards & Indicators: WIDA:

1‐Social and Instructional Language

2‐The Language of Language Arts

3‐The Language of Mathematics

4‐The Language of Science

5‐The Language of Social Studies


RI. 3.1

RI. 3.2

RI.3.3

RI.3.4

RI. 3.5

RI. 3.7

RI. 3.10

RF. 3.3

RF. 3.4

SL 3.1

SL.3.2

SL. 3.4

SL. 3.6

L.3.4

L. 3.5

W. 3.4

W 3.7


6.1.4.C.1

6.1.4.C.4


NF. 3

2016 NJSLS Grade 3 Science

ESS2


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Standards & Indicators: NJSLS Visual and Performing Arts

1.1.2.B.4

1.1.2.D.1


CRP3

CRP5


3 | P a g e

Central Idea / Enduring Understanding:

Describe actions

Describe people, places, things, and temporal relations

Identify cause and effect relationships

Make predictions and draw conclusions

Hypothesize and speculate

Sequence events

Express likes and dislikes

Retell and relate to events

Define words in context

Explain how things work

Express and support opinions

Define and explain math‐related concepts

Describe states of matter

Describe elements or music and lyrics

Compare and contrast elements of art

Identify art forms

Describe personal experiences

Compare and contrast

Evaluate and correct original text


How do our lifestyle choices affect our bodies?

What foods do we need to eat for a balanced diet?

Author’s Choice: Why does it matter?

How do sounds and letters create words?

How do I use what I know to figure out what I don’t know?

How do I write/communicate clearly?

Why do the rules of language matter?

How do I use technology (PC, iPad etc.) to help me with my project?

How can I use Thesaurus and/or Dictionary to improve my reading/writing?

How can I connect the text to my real life?

How do I apply the skills and strategies in reading and/or writing?

How do I use the key vocabulary?

How do I use prior knowledge about a topic?

When a sentence does not make sense, what can I do?


4 | P a g e

Content:

Theme: Health and Lifestyle

Grammar: synonyms and antonyms, homophones and homographs, compound words, subject‐verb agreement

Vocabulary Development: daily key vocabulary, using a dictionary, flashcards

Oral Language Development: same or opposites, fluency, intonation, pronunciation

Listening Comprehension: connecting

Reading Comprehension: inferencing, main idea and details, cause and effect, drawing conclusions, sequencing, confirming predictions, Character, setting, plot, theme, structure, fraction word problems

Writing Strategies: how‐to articles, writer’s process

Literary Response: reflect, summarize, act it out

Phonemic Awareness: long e sounds

Skills(Objectives):

Predict

Making Inferences

Fantasy or Reality

Cause/Effect

Main Ideas and Details

Compare/Contrast

Draw Conclusions

Sequence

Summarize

Author’s Purpose

Revise and Edit Paragraphs

Sentence and Paragraph Structure

How‐To Article


5 | P a g e

Stage 2: Assessment Evidence


Echo Read

Personal Response Entries

Graphic Organizers: Three‐Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart, main idea and details graphic organizer

Oral Responses: menu creation, opposites, connecting

Checking: Response to critical thinking questions and check the text for details to support it

Focusing: synonyms/antonyms, homophones, compound words

Reflecting: food choices

Applying: writing tasks about their daily routine, healthy diets, chart on healthy vs. unhealthy

Writing Paragraphs: daily routines, healthy diets, How‐to writing, revising

Other Evidence:

Student Practice Books

Student Writing Samples

Unit Test

Final Project – How‐To Article

Oral Presentation of Published Works


6 | P a g e

Stage 3: Learning Plan


Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Health and Lifestyle

Menu Creation – Students orally create menus for each meal of the day

Lesson 2

Frontload Vocabulary – Display and Introduce key vocabulary.

Predicting – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.

Shared Read – The Pyramid of Choices – Students discuss questions to develop comprehension and language skills and confirm/alter predictions.

It’s All in the Details – Students complete main idea and details graphic organizer to identify the author’s purpose.

Lesson 3

Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.

Sound It Out – Students identify vowel teams that create the long e sound.

Resources:

Thematic Library Book – Fuel to Win

Audio CD Track 13

Student Book pg. 76‐77 and TE pg. 76

Health photo cards

TE pg. 77

Health Photo Cards

Student Book pg. 78 and TE. pg. 78a

Prediction Chart Graphic Organizer

The Pyramid of Choices by Andreina Borges

Student Book pg. 78 and TE pg. 78a

The Pyramid of Choices by Andreina Borges

Student Book pg. 79‐87 and TE pg. 78b‐87

Main Idea and Details Graphic Organizer

Student Book pg. 79‐87 and TE pg. 87a

Audio CD Track 14


TE pg. 88a


7 | P a g e


Group Reading – Students reread The Pyramid of Choices as a group and then in pairs.

Summarizing – Students use a Cluster graphic organizer (Beginning, Middle, End) to create a summary of food groups.

Lesson 5

Build Background – Students work in groups to find opposite meaning words from key vocabulary.

Connecting – Students listen to audio and make connections between the story and the images of exercise.

Applying – Students write a paragraph about their daily routines.

Lesson 6

Building Background – Students discuss the correlation between the text and the health photo cards

Connecting – Students listen to audio and make connections across texts about nutrition.

Focusing – Students complete sentences with homophones.

Applying – Students write a paragraph about a healthy diet.

Vocabulary Review – Students create flashcards for key vocabulary.

Resources:

Audio CD Track 14


Cluster Graphic Organizer


People Photo Cards

Audio CD Track 15

Student Book pg. 90 and TE pg. 90


Health Photo Cards

TE pg. 92

Audio CD Track 16

Student Book pg. 92 and TE pg.92



TE pg. 92a


8 | P a g e


Build Background – Students discuss how health photo cards relate to the primary reading and unit theme.

Connecting – Students read the text independently then work in groups to connect key vocabulary with a poster on healthy eating.

Focusing – Students identify compound words in the text.

Vocabulary Review – Students will assign an indefinite or definite article to key vocabulary.

Lesson 8

Access Prior Knowledge – Students review the key components of a recipe.

How‐to Article – Students read, dissect, and write a recipe using structure and key vocabulary.

Lesson 9

Frontload Vocabulary – Students review verb key vocabulary in sentences.

Subject‐Verb Agreement – Students copy and complete questions about subject‐verb agreement.

Revising – Students revise recipes for subject‐verb agreement.

Resources:

Health photo Cards

TE pg. 94

Student Book pg.94 and TE pg.94


TE pg. 26a

TE pg. 96


Health Photo Cards

TE pg. 98




9 | P a g e


Frontload Vocabulary – Students work in pairs to choral read and illustrate key vocabulary.

Fractions – Students work in pairs to complete fraction word problems.

Vocabulary Review – Students create fractions using realia.

Lesson 11

Frontload Vocabulary – Display and introduce students to key vocabulary.

Imports and Exports – Students work with partners to complete questions on importing and exporting goods.

Vocabulary Review – Writer’s Response: How are goods bought and sold?

Lesson 12

Frontload Vocabulary – Students classify Earth photo cards as solid, liquid, or gas.

States of Matter – Students label and match items as a state of solid, liquid, and gas.

Vocabulary Review – Students play a game about the definition of weather forms.

Resources:

TE pg. 100


TE pg. 101

TE pg. 102


TE pg.103

Earth Photo Cards

TE pg. 104


TE pg. 105


10 | P a g e


Frontload Vocabulary – Students use a dictionary to define music key vocabulary.

Healthy Food for You – Students listen to audio and make connections with healthy food choices.

Vocabulary Review – Students identify key words in definitions for musical instrument families.

Lesson 14

Frontload Vocabulary – Students identify supplies needed to draw a picture of each photo card.

Drawing a Still Life – Students create a still life drawing of healthy food.

Vocabulary Review – Students choose key vocabulary words and describe how they would arrange them to do a still life portrait.

Lesson 15

Access Prior Knowledge – Students share results from family interviews on food.

The Horn of Plenty – Students complete a 3‐Column graphic organizer on food they enjoy from other countries and America.

Published Work – Students revise their Three‐Column graphic organizer and present its contents to the class.

Resources:

Music Photo Cards

TE pg. 106

Audio CD Track 18


TE pg. 106a

Health Photo Cards

TE pg. 107a


Health Photo Cards

TE pg. 107‐107a

Family Interview

TE pg. 108

Three‐Column Graphic Organizer


Three‐Column Graphic Organizer

TE pg. 109


11 | P a g e


Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.

Your How‐To Article – Using the sequence/chain of events graphic organizer, students will write an essay using the writing process.

Writing Fair – Students present finished projects to the class.

Resources:

Unit 3 Checklist

TE pg. 109a

Sequence/Chain of Events Graphic Organizer.

Student Book pg.109 and TE pg. 109a

TE pg. 109c


12 | P a g e

Differentiation

Advanced Intermediate Beginner Newcomer

Individual presentations

Lead group discussions

Independent reading and research

Graphic Organizers

Open‐ended questioning

Write multiple paragraphs with consistent spelling, grammar, and punctuation

Develop confidence with the writing process

Group presentations

Group discussions

Guided and independent reading and research

Graphic Organizers

Multiple choice and open‐ended questioning

Repeated practice with key vocabulary

Write one paragraph with consistent spelling, grammar, and punctuation

Guided and independent practice with the writing process

Rhymes, songs, games, and dramatizations

Questions with a one or two word oral response

Opportunities to speak with key vocabulary

Print‐rich environment

Portable word wall

Small group instruction and partner work with key and abstract vocabulary

Teacher support with directions

Visual aids, realia, and manipulatives

Draw and talk aloud to develop writing ideas

Use of sentence frames to jumpstart writing

Rhymes, songs, games, and pantomime using gestures and facial expressions

Questions with a yes or no oral response

Opportunities to listen to and repeat key vocabulary

Print‐rich environment with visual cues

Portable word wall with visual cues

Small group instruction with letter/sound acquisition


Small group reading instruction using repetitive text with picture support

Draw to develop writing ideas


1 | P a g e

Unit Title: Unit 4: My Community (Spotlight)




• RL.3.1 • RL. 3.3 • RL. 3.4 • RL. 3.7 • RI. 3.1 • RI.3.2 • RI. 3.4 • RI.3.6 • RI. 3.8 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL. 3.3 • SL. 3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L. 3.4 • L. 3.6 • W. 3.1 • W. 3.5 • W.3.7 • W 3.10


2 | P a g e

Standards & Indicators: NJSLS Grade 3 Social Studies

• 6.1.4.A.1 • 6.1.4.A.4 • 6.1.4.A.5


• MD.3

NJSLS Visual and Performing Arts • 1.3.P.B.4 • 1.3.2.D.3


• CRP5 • CRP9


3 | P a g e


• Describe actions, places, things, and feelings

• Identify and describe community locations

• Identify community workers

• Retell/relate events

• Identify cause-and-effect relationships

• Sequence events

• Describe spatial relations

• Express and support opinions

• Identify sentence structure and types of sentences

• Define and explain math-related concepts

• Identify and describe branches of government


• Interpret figurative language

• Identify art forms



• Identify community service

• Explain the writing process

• Explain and support opinions


• What locations help create a community?

• What people work in a community?

• How do pictures help tell a story?

• How do members of a community help each other?



• How can I use a dictionary to improve my

reading and writing?


4 | P a g e

Content:

• Theme: My Community • Grammar: prefixes, subject-verb agreement,

suffixes, types of sentences

• Vocabulary Development: daily key vocabulary, using a dictionary

• Oral Language Development: fluency,

intonation, pronunciation, enunciation


• Reading Comprehension: drawing conclusions, sequencing, elements of images, confirming predictions, character, setting, plot, theme, structure

• Writing Strategies: editorials, interview

questions, sentence format, paragraphs, topic sentence, indent, support, revising and editing types of sentences

• Literary Response: reflect, summarize, beyond

words

• Phonemic Awareness: consonant blends

Skills(Objectives):

• Predict

• Sequence/Retell

• Cause/Effect

• Main Idea and Key Details



• Story Structure

• Literary Elements

• Summarize

• Read aloud with fluency, rhythm, and pace.



• Revise and edit editorials

• Sensory details in writing

• Sentence and paragraph structure


5 | P a g e


• Echo Read


• Graphic Organizers: prediction graphic organizer, sequence/chain of events graphic organizer, three column graphic organizer, main idea and details graphic organizer, Venn diagram

• Oral Responses: cause/effect, sequence,

connecting

• Checking: Response to critical thinking questions and check the text for details to support it

• Focusing: subject-verb agreement, context

clues, suffixes

• Reflecting: their community

• Applying: writing tasks about people in their communities, describe community locations, interview a community helper, prefix dis-

• Writing Tasks: Federal Government, editorials,

summaries, independent topics, earth materials, editorials on community, Venn diagram on local government

Other Evidence:



• Unit Test

• Final Project – Editorial on Community

• Oral presentation of published works


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library

• Frontload Vocabulary – Students choral read the new vocabulary words.

• Author’s Purpose – Review the main purposes

for writing. Students identify the author’s purpose in What a Tree Has Seen.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Back to School

Lesson 2


• Let’s Predict – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.

• Shared Read: The Show Must Go On – Discuss

questions to develop comprehension and language skills and confirm/alter predictions.

• Problem Solved – Students complete a three-column graphic organizer about problem and solution.

Resources:

• Thematic Library Book- What a Tree Has Seen • TE pg., 110g

• Thematic Library Book- What a Tree Has Seen • TE pg. 110g

• Thematic Library Book – What a Tree Has Seen • Audio CD Track 19 • Student Book pg. 110-111 and TE pg. 110

• Community Photo Cards • Student Book pg. 112 and TE. pg. 112a

• Prediction Chart Graphic Organizer • The Show Must Go On by Betsy Tecco • Student Book pg. 112 and TE pg. 112a

• The Show Must Go On by Betsy Tecco • Student Book pg. 113-121 and TE pg. 112b-121

• Three-Column Graphic Organizer • Student Book pg. 113-121 and TE pg. 121a


7 | P a g e



• Sound It Out – Students brainstorm a list of

words with consonant blends. Lesson 4

• Group Reading – Students reread The Show Must Go On as a group and then in pairs.

• Summarizing – Students use a Sequence/Chain

of Events graphic organizer (Beginning, Middle, End) to create a summary of The Show Must Go On.

Lesson 5

• Build Background – Students identify and read the key vocabulary with correct enunciation.


connections between the story and illustrations.

• Focusing – Students use context clues to pick the correct work in each sentence.

• Applying – Students write a paragraph on

disagreeing.

Resources:


• TE pg. 122a

• Audio CD Track 20 • Student Book pg. 112-121 and TE pg. 123a

• Sequence/Chain of Events Graphic Organizer • Student Book pg. 123 and TE pg. 123a

• Community Photo Cards


• Audio CD Track 21 • Student Book pg. 125 and TE pg. 124a



8 | P a g e


• Building Background – Students discuss key vocabulary in terms of primary reading and unit theme.

• Connecting – Students listen to audio and make connections to unit theme.

• Focusing – Students choose correct verb to agree in the sentence.

• Vocabulary Review – Students write sentences

using the key vocabulary about people in their communities.

Lesson 7

• Build Background – Students discuss how community photo cards relate to the primary reading and unit theme.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with a letter on saving a theater.

• Focusing – Students complete sentences using verbs with suffixes.

• Applying – Students prepare interview questions to ask a community member.

• Vocabulary Review – Students write sentences about a community worker’s responsibility.

Resources:

• Community Photo Cards • TE pg. 24



• TE pg. 126a

• Community photo Cards • TE pg. 128


• Student Book pg.129 and TE pg. 129


• TE pg. 128a


9 | P a g e


• Access Prior Knowledge – Students review editorials from local newspapers for structure and format.

• Editorials – Students read, dissect, and write editorials using structure and key vocabulary.

Lesson 9 • Frontload Vocabulary – Students review

community key vocabulary in sentences.

• Types of Sentences – Students copy and complete questions about the different kinds of sentences.

• Revising – Students revise their editorials from

the previous day focusing on question format.

Lesson 10 • Frontload Vocabulary – Students work in pairs

to copy the key vocabulary and circle the words related to the metric system.

• Metric Units of Measurements – Students work in pairs to compare measurements.

• Vocabulary Review – Students read and match

key vocabulary words relating to the metric system.

Resources:

• TE pg. 130




• Student Book pg. 133 and TE pg. 132-133

• TE pg. 134


• TE pg. 134-135


10 | P a g e


• Frontload Vocabulary – Display and introduce students to key vocabulary.

• Federal Government – Students use text to define key vocabulary relating to the federal government.

• Vocabulary Review – Writer’s Response: How

does the Federal Government work?


the key vocabulary.

• Earth Materials – Students identify and define earth mater using their five senses.

• Vocabulary Review – Students brainstorm

examples of each key vocabulary word.

Lesson 13 • Frontload Vocabulary – Students use a

dictionary to define musical family names and instruments.

• If I Had a Hammer – Students listen to audio

and use a dictionary to define highlighted words.

• Vocabulary Review – Students listen to audio to find the musical families.

Resources:

• Community photo cards • TE pg. 136


• TE pg.136

• TE pg. 138


• TE pg. 139

• Musical Instrument Photo Cards • TE pg. 140




11 | P a g e


• Frontload Vocabulary – Students identify each new key vocabulary word.

• Drawing a Cityscape – Students create

cityscapes using perspective.

• Vocabulary Review – Students discuss and critique their cityscapes in pairs using perspective.

Lesson 15 • Local Government – Students compare and

contrast government from another country and in the United States using a Venn Diagram.

• Published Work – Students revise their interview with their parents and convert it into a paragraph to orally present to the class.

Lesson 16


• Your Editorial- Using the main idea and details graphic organizer, students will draft, revise, and edit an editorial on an issue important to their community.

• Writing Fair – Students present finished

projects to the class.

Resources:

• Community Photo Cards • TE pg. 141a



• Venn Diagram • Student Book pg. 142 and TE pg. 142

• Interview • TE pg. 142a


• Student editorials • Student Book pg. 143 and TE pg. 143a

• TE pg. 143c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,


• Questions with a yes

or no oral response

• Opportunities to listen to and repeat key vocabulary

• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 5: The World Around Us (Spotlight)




• RI. 3.1 • RI. 3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RI. 3.8 • RF. 3.3 • RF. 3.4 • RL.3.1 • RL.3.2 • RL.3.3 • RL.3.4 • RL.3.5 • RL.3.7 • SL 3.1 • SL.3.2 • SL. 3.3 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L.3.4 • L. 3.5 • L.3.6 • W.3.2 • W. 3.4


2 | P a g e

Standards & Indicators:

• W 3.6 • W.3.7 • W.3.8 • W.3.10


• 6.1.4.B.1 • 6.1.4.B.4


• 03.G.01

NJSLS Visual and Performing Arts • 1.3.P.B.1 • 1.1.2.B.3 • 1.3.2.D.2 • 1.4.2.A.1


• CRP7 • CRP11

NJCCCS Technology

• 8.1.P.E.1


3 | P a g e


• Describe and identify people, places, and things

• Identify objects in space

• Draw conclusions

• Make predictions

• Retell/relate events


• Sequence events


• Ask informational questions





• Describe elements of music and lyrics






• What is the universe?

• What landforms and bodies of water make up our Earth?

• How do pictures help to tell a story?

• What do traditional tales tell readers about

life?


• How do I use technology to help me with my project?

• How do I effectively use a variety of sources

for my research?

• How can I use a thesaurus to improve my reading/writing?



4 | P a g e

Content:

• Theme: The World Around Us

• Grammar: plural nouns, past tense verbs, irregular past-tense verbs, regular verbs, spelling verbs, spelling


Using a thesaurus, polygons

• Oral Language Development: syllabification, presenting, beyond words, inferring


• Reading Comprehension: inferencing, fantasy

or reality, decoding, word recognition, main idea and details, sequencing, confirming predictions, literary elements

• Writing Strategies: likes and dislikes, expository

writing, paragraph structure, capitalization, punctuation, reflection writing

• Literary Response: problem and solution,

author’s purpose, reflect, summarize

• Phonemic Awareness: -ed endings

Skills(Objectives):

• Predict

• Making Inferences

• Fantasy or Reality


• Cause/Effect

• Main Ideas and Details


• Research Topics

• Sequence

• Summarize




• Text Structure

• Expository Writing


5 | P a g e


• Echo Read


• Graphic Organizers: Three-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart, spider graphic organizer

• Oral Responses: predictions, inferences,

Fantasy and reality, beyond words


• Checking: Responses to critical thinking questions and check the text for details to support it.

• Focusing: plural nouns

• Reflecting: How do you feel about the moon?

• Applying: writing tasks about their childhood

dreams, likes, and dislikes

• Writing Paragraphs: summarizing, opinion writing, Childhood dream paragraph, main idea and details from Fox and Mole, 4 paragraph expository piece on the solar system.

Other Evidence:



• Unit Test

• Final Project – Expository Writing on Earth



6 | P a g e




for writing. Students identify the author’s purpose in Our Solar System.

Lesson 1 • Thematic Introduction – Using the thematic

book, access prior knowledge as it relates to The World Around Us.

• The World Around Me – Students write a paragraph describing Earth to someone living on another planet.

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary to students.

• Predicting – Using a Prediction Chart graphic


• Shared Read – The Pyramid of Choices –

Students discuss questions to develop comprehension and language skills and confirm/alter predictions.

• Problems and Solutions – Students complete a 3-Column Graphic Organizer on the problem and solution of the text.

Resources:

• TE pg. 144g

• Our Solar System • TE pg. 144h

• Thematic Library Book – Our Solar System • Audio CD Track 25 • Student Book pg. 144-145 and TE pg. 144 • TE pg. 145

• Earth Photo Cards • TE. pg. 146a

• Prediction Chart Graphic Organizer • Fox and Mole by Mario Castro • Student Book pg. 147 and TE pg. 146a

• Fox and Mole by Mario Castro • Student Book pg. 146-155 and TE pg. 147-155

• 3-Column Graphic Organizer • Student Book pg. 146-155 and TE pg. 155a


7 | P a g e



• Sound It Out – Students identify voiced and

voiceless -ed endings. Lesson 4

• Group Reading – Students reread Fox and Mole as a group and then in pairs.


of Events graphic organizer (Beginning, Middle, End) to create a summary of the text.

Lesson 5

• Build Background – Students work in groups to find opposite meaning words from key vocabulary.


connections to images from the text.

• Applying – Students write 2 paragraphs on stories they have liked and disliked in class.

Resources:


• TE pg. 156a



• Thematic Library Book-Our Solar System • TE pg.158




8 | P a g e


• Building Background – Students discuss the correlation between the text and the key vocabulary.

• Connecting – Students listen to audio and make connections between the characters and the student’s lives.

• Focusing – Students complete sentences using past-tense verbs.

• Applying – Students write a paragraph about

something they wished for as a child.

• Vocabulary Review – Students take turns interviewing a partner on activities they have done in the past.

Lesson 7

• Build Background – Students discuss how school and home photo cards relate to the primary reading and unit theme.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with the text.

• Focusing – Students identify regular verbs in the text.

• Vocabulary Review – Students imagine they are Mole returning to Earth and write what he did while hiding underground using -ed.

Resources:

• TE pg. 160

• Audio CD Track 28 • Student Book pg. 160 and TE pg.160



• TE pg. 160a

• School and Home photo Cards • TE pg. 162



• TE pg. 162a


9 | P a g e


• Access Prior Knowledge – Students review the key components of a space through a variety of texts.

• Expository Writing – Students read, dissect, and write a 4-paragraph expository piece on something in the sky that interests you.

Lesson 9 • Frontload Vocabulary – Students review verb

key vocabulary in sentences.

• Capitalization and Punctuation – Students copy and complete questions using correct capitalization and punctuation.

• Revising – Students revise expository writing for capitalization and commas.

Lesson 10

• Frontload Vocabulary – Students illustrate key vocabulary.

• Polygons – Students work in pairs to identify and describe polygons.

• Vocabulary Review – Students create polygons using construction paper.

Resources:

• TE pg. 164

• Spider Graphic Organizer • Student Book pg. 165 and TE pg. 164-165

• TE pg. 166

• Student Book pg. 166-167 and TE pg. 166-167


• TE pg. 168


• TE pg. 169


10 | P a g e


• Frontload Vocabulary - Display and introduce students to key vocabulary.

• Geography – Using a globe, students identify landforms, bodies of water, and continents.

• Vocabulary Review - Students create riddles to elicit key vocabulary.

Lesson 12 • Frontload Vocabulary – Students discuss how

the solar system affect life on Earth.

• Objects in the Sky – Students label and match items in the solar system.

• Vocabulary Review – Students create planets and demonstrate how they interact with one another in the solar system.

Lesson 13 • Music and Lyrics – Students use a thesaurus to

discover words with the same meaning as shine.

• Twinkle, Twinkle, Little Star – Students listen to audio and make connections with the unit theme.

• Vocabulary Review – Students identify and chorally repeat the syllabification in Twinkle, Twinkle, Little Star.

Resources:



• TE pg.171

• Thematic Library Book- Our Solar System • TE pg. 172


• TE pg. 173

• TE pg. 174




11 | P a g e


• Frontload Vocabulary – Students identify key elements in landscape paintings.

• Comparing Landscapes – Students compare and

critique various landscape paintings. Then they create their own landform landscape piece.

• Vocabulary Review – Students use key vocabulary to discuss their landform landscape paintings.

Lesson 15 • Access Prior Knowledge – Students share

results from family interviews on their country.

• The Colorado River – Students answer questions on the Colorado River.

• Published Work – Students write a paragraph reflecting on what they have learned about geography in other countries.

Lesson 16


• Your Expository Writing – Using the spider graphic organizer, students will write an essay using the writing process.


Resources:

• Health Photo Cards • TE pg. 175a


• TE pg. 175

• Family Interview • TE pg. 176


• TE pg. 176a


• Spider Graphic Organizer. • Student Book pg. 177 and TE pg. 177a

• TE pg. 177c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one

paragraph with consistent spelling, grammar, and punctuation

• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 6: The Natural World (Spotlight)

Stage 1: Desired Results

Standards & Indicators: WIDA:

1‐Social and Instructional Language

2‐The Language of Language Arts

3‐The Language of Mathematics

4‐The Language of Science

5‐The Language of Social Studies


RL.3.1

RL. 3.2

RL. 3.3

RL.3.5

RL. 3.7

RL.3.10

RI. 3.1

RI.3.2

RI. 3.4

RI. 3.7

RF. 3.3

RF. 3.4

SL 3.1

SL.3.2

SL. 3.3

SL. 3.4

SL. 3.6

L.3.1

L.3.3

L. 3.4

L. 3.6

W. 3.3

W. 3.7

W.3.8

W.3.10


6.1.4.B.5


2 | P a g e

Standards & Indicators: NJSLS Grade 3 Mathematics

3.0A.C

NJSLS Grade 3 Science

LS4‐1

LS4‐4

NJSLS Visual and Performing Arts

1.1.2.B.3

1.3.P.B.4

1.3.2.D.2

1.3.2.D.3


CRP5


3 | P a g e


Describe personal experiences

Describe actions, places, and things

Make predictions and draw conclusions

Retell/relate to events

Identify cause‐and‐effect relationships

Express and support opinions

Hypothesize and speculate

Ask informational questions

Express and describe personal abilities

Identify text structure

Identify affixes

Define and explain math‐related concepts

Define words in context

Define music vocabulary

Identify elements of literary language

Compare and contrast elements of art

Identify art forms

Compare and contrast

Evaluate and correct original text


What role do animals play in our

environment?

How does farming affect our lives?

What do traditional tales tell readers about

life?

Why do the rules of language matter?

How can I determine the meaning of a word?

How do sounds and letters create words?

What is the author’s purpose? Why do I

write?

How do I write and communicate clearly?

How can I use Thesaurus and/or Dictionary to

improve my reading/writing?

How do I reflect on a theme, passage, or

text?

How do I use the key vocabulary?


4 | P a g e

Content:

Theme: The Natural World

Grammar: simple future tense, can and can’t, contractions, confusing contractions, affixes

Vocabulary Development: daily key vocabulary, using a thesaurus, multiplication and division

Oral Language Development: syllabification, presenting, beyond words, inferring

Listening Comprehension: connecting

Reading Comprehension: folktales

Writing Strategies: opinion writing, paragraphs, topic sentence, indent, support, reflecting, future tense writing, can/can’t writing, contractions, letter format

Literary Response: reflect, drawing conclusions, summarize, newscast

Phonemic Awareness: ch‐ and sh‐ diagraph

Skills(Objectives):

Predict

Folktales

Literary Language

Sequence/Retell

Compare/Contrast

Drawing Conclusions

Cause/Effect

Story Structure

Summarize

Read Aloud with Fluency, Rhythm, and Pace

Informational Questioning

Character Traits

Author’s Purpose

Letter Format

Revise and Edit Paragraphs

Sentence and Paragraph Structure


5 | P a g e

Stage 2: Assessment Evidence


Echo Read

Personal Response Entries

Graphic Organizers: prediction chart, Cause & Effect Graphic Organizer, 4‐ Column Graphic Organizer, Venn Diagram, 3‐ Column Graphic Organizer, spider graphic organizer, Unit 6 interview

Oral Responses: building background, drawing conclusions, cause and effect

Checking: Responses to critical thinking questions and check the text for details to support it.

Focusing: simple future tense, can and can’t, contractions

Reflecting: drawing conclusions

Applying: writing tasks about what they will do in the next few days, things they can and can’t do, likes, farmer’s tasks

Writing Paragraphs: future tense writing, letter format, paragraph structure

Other Evidence:

Student Practice Books

Student Writing Samples

Unit Test

Final Project – Friendly Letter

Oral Presentation of Published Works


6 | P a g e

Stage 3: Learning Plan

Learning Opportunities/Strategies: Thematic Library

Frontload Vocabulary – Students choral read the new vocabulary words

Author’s Purpose – Review the main purposes for writing. Students identify the author’s purpose in The Terrible Horrible Itch

Lesson 1

Thematic Introduction – Using the thematic book, access prior knowledge as it relates to The Natural World

Lesson 2

Frontload Vocabulary – Display and introduce key vocabulary to students.

Let’s Predict – Using a Prediction Chart graphic organizer, students predict what the story is going to be about.

Shared Read – Using The Bull and the Earthworms, students discuss questions to develop comprehension and language skills and confirm/alter predictions.

Draw Conclusions – Students complete a 3‐column graphic organizer about characters, context clues, problem, and solution.

Resources:

TE pg. 178g

The Terrible Horrible Itch

TE pg. 178h

Thematic Library Book – The Terrible Horrible Itch


Earth Photo Cards

TE. pg. 180a

Prediction Chart Graphic Organizer

The Bull and the Earthworms by Betsy Tecco


The Bull and the Earthworms by Betsy Tecco

Student Book pg. 180‐189 and TE pg. 180a‐189

3‐Column Graphic Organizer



7 | P a g e

Learning Opportunities/Strategies Lesson 3

Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.

Sound It Out – Students identify and chorally read words with diagraphs ch‐ and sh‐.

Lesson 4

Group Reading – Students reread The Bull and the Earthworms as a group and then in pairs.

Summarizing – Students use a Cause & Effect graphic organizer to create a summary of The Bull and the Earthworms.

Lesson 5

Build Background – Students work in groups to predict character emotions.

Connecting – Students listen to audio and make connections with the text.

Applying – Students write a paragraph about what they will do in the next few days using the simple future tense.

Resources:

Audio CD Track 32


TE pg. 190a

Audio CD Track 32


Cause & Effect Graphic Organizer


People Photo Cards

TE pg. 192

Audio CD Track 33




8 | P a g e


Building Background – Students connect key vocabulary to prior knowledge.

Connecting – Students listen to audio and make connections back to the text.

Focusing – Students create sentences using can and can’t.

Vocabulary Review – Students brainstorm specific tasks that characters can and can’t do.

Lesson 7

Build Background – Students discuss how activity photo cards relate to the primary reading and unit theme.

Connecting – Students read the text independently then work in groups to connect key vocabulary with a passage on wheat.

Vocabulary Review – Students play memory using the key vocabulary.

Lesson 8

Access Prior Knowledge – Students review the key components of a paragraph and author’s purpose.

Friendly Letter – Students read, dissect, and write a friendly letter using structure and key vocabulary.

Resources:

The Bull and the Earthworm

TE pg. 194

Audio CD Track 34



TE pg. 194a

TE pg. 196


TE pg. 196a

TE pg. 198



9 | P a g e


Frontload Vocabulary – Students review key verb vocabulary in sentences.

Affixes – Students copy and complete questions about affixes.

Lesson 10

Frontload Vocabulary – Students work in pairs to copy and spell key vocabulary.

Multiplication and Division – Students work in pairs to read number sentences and complete fact families.

Vocabulary Review – Students develop and read multiplication and divisions sentences.

Lesson 11

Frontload Vocabulary – Display and introduce students to key vocabulary.

Animals in Danger – Students use Venn Diagram Graphic Organizer to compare and contrast how people and animals use natural resources.

Vocabulary Review – Writer’s Response: Write a short newscast on how humans put animals in danger.

Resources:

TE pg. 200


TE pg. 202


TE pg. 203

Earth photo cards

TE pg. 204

Venn Diagram Graphic Organizer


TE pg.205


10 | P a g e


Frontload Vocabulary – Students choral read the key vocabulary

Organisms – Students use a 4 Column graphic organizer to compare different types of vertebrates.

Vocabulary Review – Using key vocabulary, students compare and contrast types of vertebrates.

Lesson 13

Music and Lyrics – Students use a dictionary to define music key vocabulary.

Down by the Bay – Students listen to audio and make connections with the unit theme.

Vocabulary Review – Students listen to audio to find the beat and rhymes in the song.

Lesson 14

Frontload Vocabulary – Students identify each new key vocabulary word.

The Birds of Audubon – Students create a naturalistic painting of a bird.

Art Fair – Students present and describe their art to the class.

Resources:

Earth Photo Cards

TE pg. 206

Student Book pg. 206‐207 and TE pg. 206‐207

4 Column Graphic Organizer

TE pg. 207

TE pg. 208

Audio CD Track 36


Audio CD Track3 6

TE pg. 208a

TE pg. 209a

Earth Photo Cards


TE pg. 209


11 | P a g e


Protecting Endangered Animals – Students read about and discuss how humans can protect endangered animals

Published Work – Students review parent interview for unit 6 and write a paragraph response.

Lesson 16

Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 6 skills on the checklist.

Your Friendly Letter – Using the spider graphic organizer, students will draft, revise, and edit a friendly letter about the official bird and flower of your state.

Writing Fair – Students present finished projects to the class.

Resources:


Unit 6 Parent Interview

TE pg. 210a

Unit 6 Checklist

TE pg. 211a

Spider Graphic Organizer


TE pg. 211c


12 | P a g e

Differentiation


Individual presentations

Lead group discussions

Independent reading and research

Graphic Organizers

Open‐ended questioning

Write multiple paragraphs with consistent spelling, grammar, and punctuation

Develop confidence with the writing process

Group presentations

Group discussions

Guided and independent reading and research

Graphic Organizers

Multiple choice and open‐ended questioning

Repeated practice with key vocabulary

Write one paragraph with consistent spelling, grammar, and punctuation

Guided and independent practice with the writing process

Rhymes, songs, games, and dramatizations

Questions with a one or two word oral response

Opportunities to speak with key vocabulary

Print‐rich environment

Portable word wall

Small group instruction and partner work with key and abstract vocabulary

Teacher support with directions


Draw and talk aloud to develop writing ideas

Use of sentence frames to jumpstart writing

Rhymes, songs, games, and pantomime using gestures and facial expressions

Questions with a yes or no oral response

Opportunities to listen to and repeat key vocabulary

Print‐rich environment with visual cues

Portable word wall with visual cues

Small group instruction with letter/sound acquisition


Small group reading instruction using repetitive text with picture support

Draw to develop writing ideas


1 | P a g e

Unit Title: Unit 7: Heroes and Landmarks (Spotlight)




• RI. 3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RF. 3.3 • RF. 3.4 • RL.3.3 • RL.3.5 • SL 3.1 • SL.3.2 • SL. 3.3 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.2 • L.3.3 • L. 3.5 • L.3.6 • W. 3.3 • W.3.8 • W.3.10


• 6.1.4.B.4 • 6.1.4.D.17

2016 NJSLS Grade 3 Mathematics

• 03.MD.B.3


2 | P a g e

Standards & Indicators: NJSLS Visual and Performing Arts

• 1.3.P.B.6 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.5


• CRP2

2016 NJCCCS Technology • 8.1.2.F.1


3 | P a g e


• Describe people, places, things, actions, and sounds


• Make predictions and draw conclusions

• Retell/relate to events

• Express and support onions

• Sequence events

• Identify elements of literary language





• Describe personal experiences



• Describe elements of music and lyrics





• How have some of America’s national heroes shaped our country today?

• How has our country changed over the years?

• Whose story is it and why does it matter?



• How do I effectively use a variety of sources

for my research?

• How can I use a thesaurus to improve my reading/writing?



4 | P a g e

Content:

• Theme: Heroes and Landmarks

• Grammar: Onomatopoeia, alliteration, conjunctions, compound sentences, simple sentences, complex sentences, conjunctions


using a thesaurus

• Oral Language Development: comparing/ contrasting, sequencing, beyond words


• Reading Comprehension: biography,

predictions, literary elements compare. contrast, sequencing, summarizing, character traits

• Writing Strategies: summarizing, compound

sentences, complex sentences, journal writing

• Literary Response: my hero, summarizing, act it out

• Phonemic Awareness: /er/,/ar/, and /or/

endings

Skills(Objectives):

• Predict

• Make Inferences

• Biography


• Cause/Effect

• Main Ideas and Details



• Research Topics

• Sequence

• Summarize




• Text Structure

• Journal Writing


5 | P a g e


• Echo Read


• Graphic Organizers: 2 Column Graphic

Organizer, Three-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer, prediction chart

• Oral Responses: biography, sequencing,

comparing and contrasting, beyond words


• Checking: Responses to critical thinking questions and check the text for details to support it

• Focusing: onomatopoeia, alliteration,

compound sentences

• Reflecting: Character traits

• Applying: writing tasks about sounds they hear outside, using alliteration, likes and dislikes

• Writing Paragraphs: my hero, summarizing,

opinion writing, personal journal entry

Other Evidence:



• Unit Test

• Final Project – Personal Journal Entry



6 | P a g e


• Frontload Vocabulary – Students choral read the new vocabulary words


for writing. Students identify the author’s purpose in Thurgood Marshall: Fighting for the People


book, access prior knowledge as it relates to Heroes and Landmarks

• My Hero – Students write a paragraph describing their hero and what characteristics their hero has.

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary to students.



• Shared Read – Using Ida Lewis to the Rescue,

students discuss questions to develop comprehension and language skills and confirm/alter predictions.

• Sequencing Events – Students complete a Sequence/Chain of Events Graphic Organizer on the sequence of the story.

Resources:

• TE pg. 212g

• Thurgood Marshall: Fighting for the People • TE pg. 212h

• Thematic Library Book – Thurgood Marshall: Fighting for the People


• TE pg. 212

• Student Book pg. 244 and TE. pg. 214a

• Prediction Chart Graphic Organizer • Ida Lewis to the Rescue by Kathleen Muldoon • Student Book pg. 214 and TE pg. 214a

• Ida Lewis to the Rescue by Kathleen Muldoon • Student Book pg. 214-223 and TE pg.214-223

• Sequence/Chain of Events Graphic Organizer • Student Book pg. 214-233 and TE pg. 223a


7 | P a g e



• Sound It Out – Students identify /er/,/ar/, and

/or/ endings. Lesson 4

• Group Reading – Students reread Ida Lewis to the Rescue as a group and then in pairs.

• Summarizing – Students use a 2 Column

Graphic Organizer to create a summary of the text.

Lesson 5

• Build Background – Students work to connect sibilant sounds with the text.

• Connecting – Students listen to audio and make connections to images from the text.

• Applying – Students write a paragraph on the

different sounds they may hear while walking down the street, sitting on the beach, or at a theme park.

Resources:


• TE pg. 224a


• 2-Column Graphic Organizer • Student Book pg. 225 and TE pg. 225a

• TE pg.226




8 | P a g e



• Connecting – Students listen to audio and make connections between the tongue twisters and the text.

• Focusing – Students complete sentences using alliteration.

• Applying – Students write a paragraph about a

person and descriptive words all starting with the same letter.

• Vocabulary Review – Students take turns creating sentences that start with the same sound.

Lesson 7

• Build Background – Students create sentences of varying complexity on activities they did the previous day.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.

• Focusing – Students work to identify words that combine two sentences.

• Vocabulary Review – Students create sentences on things they like and don’t like at school using conjunctions.

Resources:

• TE pg. 228




• TE pg. 228a

• TE pg. 230



• TE pg. 230a


9 | P a g e


• Access Prior Knowledge – Students review the key components of journal entries.

• Personal Journal Entry – Students read, dissect, and write a personal journal entry for the day.

Lesson 9 • Frontload Vocabulary – Students review verb

key vocabulary in sentences.

• Parts of a Book – Students copy and complete questions about the different parts of a book.

• Revising – Students revise expository writing for past tense verbs.

Lesson 10 • Frontload Vocabulary – Students illustrate key

vocabulary.

• Weight – Students work to predict which items weigh more or less.

• Weight – Students weigh various classroom items to calculate the unit weight.

Resources:

• TE pg. 232

• Chain of Events Graphic Organizer • Student Book pg. 233 and TE pg. 233

• TE pg. 234



• TE pg. 236


• TE pg. 237


10 | P a g e


• Frontload Vocabulary – Using a GPS, students elicit vocabulary on navigation tools.

• Navigation Aids – Using a map, students identify duties of sailors and lighthouse attendants.

• Vocabulary Review – Students create sentences

about how GPS devices and lighthouses work.

Lesson 12 • Frontload Vocabulary – Students discuss what

happens when light hits objects.

• Light – Students complete sentences on light and experiment with light bending.

• Vocabulary Review – Students apply new vocabulary words while describing light forms.

Lesson 13

• Music and Lyrics – Students discuss how each musical instrument needs to be played.

• America the Beautiful – Students listen to audio

and make connections with the unit theme.

• Vocabulary Review – Students use a 3-Column Graphic Organizer to identify instrument families.

Resources:

• TE pg. 238


• TE pg.239

• TE pg. 240


• TE pg. 241



• 3-Column Graphic Organizer • Student Book pg. 174 and TE pg. 175


11 | P a g e


• Frontload Vocabulary – Students identify key elements in monuments.

• Representing National Landmarks – Students

create portraits of an American Hero in the style of Samuel King.

• Vocabulary Review – Students use key vocabulary to discuss portraits, sculptures, and landmarks.



• Safety at Sea – Students answer questions about the safety for the Sandy Hook Peninsula.

• Published Work – Students write a paragraph reflecting on what they have learned about navigation aids in other countries.

Lesson 16


• Your Personal Journal Entry – Using the Sequence/Chain of Events graphic organizer, students will write a personal journal entry using the writing process.


Resources:

• TE pg. 243a


• TE pg. 243

• Unit 7 Family Interview • TE pg. 244


• TE pg. 244a


• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 245 and TE pg. 245a

• TE pg. 245c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 8: The Building of America (Spotlight)




• RI. 3.1 • RI.3.2 • RI.3.3 • RI.3.4 • RI. 3.5 • RI. 3.7 • RI.3.8 • RI.3.10 • RF. 3.3 • RF. 3.4 • SL 3.1 • SL.3.4 • SL. 3.6 • L.3.1 • L.3.3 • L.3.4 • L. 3.5 • L.3.6 • W. 3.3 • W.3.5 • W.3.6 • W.3.7 • W.3.10


• 6.1.4.D.3 • 6.1.4.D.13


2 | P a g e

Standards & Indicators: NJSLS Grade 3 Mathematics

• 03.NBT.A.1

NJSLS Visual and Performing Arts • 1.3.P.B.6 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.3


• CRP7

NJCCCS Technology • 8.1.P.E.1


3 | P a g e


• Describe personal experiences

• Describe actions, people, places, and things

• Draw conclusions

• Make predictions

• Retell/Relate to events



• Sequence events





• Explain how things work

• Comparing and contrasting elements of art

• Identifying art forms

• Evaluating and correcting original text


• How has our country changed over the years?

• Whose story is it and why does it matter?




• How can I use a thesaurus to improve my

reading/writing?




4 | P a g e

Content:

• Theme: The Building of America

• Grammar: Verbs in the past tense, irregular verbs, simple and present-tense verbs, helping verbs, linking verbs, simple future tense verbs


Using a thesaurus, Vocabulary review, place value and expanded notation

• Oral Language Development: author’s purpose,

author’s point of view, Beyond Words, vocabulary review, Celebrating Thanksgiving, presentations

• Listening Comprehension: connecting, building

background

• Reading Comprehension: historical fiction, predictions, literary elements compare. contrast, sequencing, summarizing, decoding and word recognition, personal narrative, definitions

• Writing Strategies: likes and dislikes, past tense

writing, personal narrative writing, subject-verb agreement

• Literary Response: elements of an image, how

immigrants built America, summarizing

• Phonemic Awareness: syllabification

Skills(Objectives):

• Predict

• Historical Fiction


• Cause/Effect


• Sequence/Retell


• Author’s Point of View

• Hypothesize/Speculate



• Text Structure

• Personal Narrative

• Transitional Words


5 | P a g e


• Echo Read


• Graphic Organizers: 5Ws and 1 H Graphic Organizer, Prediction Graphic Organizer, Sequence/Chain of Events Graphic Organizer

• Oral Responses: historical fiction, author’s

purpose, author’s point of view, vocabulary review


• Checking: Responses to critical thinking

questions and check the text for details to support it.

• Focusing: verbs in the past, helping verbs and

linking verbs, future tense

• Reflecting: compare and contrast

• Applying: writing tasks about places they have visited, Train ride writing, summer activity writing

• Writing Paragraphs: Native American writing,

personal narrative, allegory reflection, Celebration reflection.

Other Evidence:

• Practice Tactics: Student Practice Books


• Unit Test

• Final Project – Personal Narrative Writing



6 | P a g e




for writing. Students identify the author’s purpose in Go West.


book, access prior knowledge as it relates to The Building of America.

• Transportation – Students write a paragraph about their favorite form of transportation.

Lesson 2

• Frontload Vocabulary – Display and Introduce key vocabulary to students.



• Shared Read: Using From East to West, students

discuss questions to develop comprehension and language skills relating to the author’s purpose and author’s point of view.

• Identify Elements in the Story – Students use a 5Ws and 1 H Graphic Organizer to identify the literary elements of the story.

Resources:

• TE pg. 246g

• Go West • TE pg. 246h

• Thematic Library Book – Go West • Audio CD Track 43 • Student Book pg. 246-247 and TE pg. 246-247 • TE pg. 246

• Community Photo Cards • TE. pg. 248a

• Prediction Chart Graphic Organizer • From East to West by Anastasia Suen • Student Book pg. 248 and TE pg. 248a

• From East to West by Anastasia Suen • Student Book pg. 248-257 and TE pg.248b-257

• 5Ws and 1 H Graphic Organizer • Student Book pg. 248-257 and TE pg. 257a


7 | P a g e



• Sound It Out – Students repeat key vocabulary

words and break the words up in to syllables.

Lesson 4

• Group Reading – Students reread From East to West as a group and then in pairs.


of Events Graphic Organizer to create a summary of the text.

Lesson 5

• Build Background – Students work to connect key vocabulary with the text.

• Connecting – Students listen to audio and make connections to images from the text.

• Applying – Students write a short essay on

locations they have traveled to or visited.

Resources:


• TE pg. 258a



• USA Photo Cards • TE pg.260




8 | P a g e



• Connecting – Students listen to audio and make connections between the passage and the unit theme.

• Focusing – Students complete sentences using helping and linking verbs.

• Applying – Students write a paragraph

describing a train ride on one of the trains from the passage.

• Vocabulary Review – Students work in pairs to compare and contrast the different types of trains using key vocabulary.

Lesson 7

• Build Background – Students discuss how landforms and trains relate back to the unit theme.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.

• Focusing – Students revise sentences using the simple future-tense of verbs.

• Vocabulary Review – Students discuss in pairs activities and the locations to do the activities.

Resources:



• Student Book pg. 263 and TE pg. 262-263


• TE pg. 262a




• Health Photo Cards • TE pg. 264a


9 | P a g e


• Access Prior Knowledge – Students review the key components of personal narratives.

• Personal Narrative – Students read, dissect, and write a personal narrative on a special experience.

Lesson 9 • Frontload Vocabulary – Students review

singular and plural key vocabulary.

• Subject-Verb Agreement – Students copy and complete questions using subject-verb agreement.

• Revising – Students revise personal narratives writing for subject-verb agreement and transitional words.


key vocabulary words.

• Place Value and Expanded Notation – Students complete a table on expanded notation and solve word problems.

• Vocabulary Review – Students read 3-5 digit numbers with accurate place value.

Resources:

• TE pg. 266

• Sequence/Chain of Events Graphic Organizer • Student Book pg. 267 and TE pg. 266-267

• TE pg. 268



• TE pg. 270


• TE pg. 271


10 | P a g e


• Frontload Vocabulary – Introduce key vocabulary and students repeat back.

• Native Americans – Students read a passage on Native American Tribes. Students research and write a 1 paragraph response.

• Vocabulary Review – Based on their research,

students work in small groups to prepare a small skit on a Native American Tribe.

Lesson 12 • Frontload Vocabulary – Students discuss the

process for sharing ideas, information, and messages with others.

• Communication Technology – Students

research one of the man-made objects mentioned in the text and write a detailed explanation of how it works.

• Vocabulary Review – Students demonstrate the multiple types of communication.

Lesson 13 • Music and Lyrics – Students discuss the sounds

each musical instrument creates.

• I’ve Been Working on the Railroad – Students listen to audio and make connections with the unit theme.

• Vocabulary Review – Students create a new verse of the song about playing an instrument.

Resources:

• TE pg. 272


• TE pg. 273

• TE pg. 274


• TE pg. 275



• TE pg. 276a


11 | P a g e


• Frontload Vocabulary – Students define and write a sentence for each key vocabulary word.

• The Statue of Liberty – Students create pictures

using allegory then write a paragraph explaining how the image represents strength.

• Vocabulary Review – Students use key vocabulary to discuss paintings, sculptures, and statues.



• Celebrating Thanksgiving – Students compare and contrast Thanksgiving with celebrations in their home countries.

• Published Work – Students write a paragraph reflecting on what they have learned about celebrations held by settlers and Native Americans.

Lesson 16


• Your Personal Narrative – Using the Sequence/Chain of Events graphic organizer, students will write a personal narrative using the writing process.


Resources:

• USA Photo Cards • TE pg. 277a


• TE pg. 277

• Unit 8 Family Interview • TE pg. 278


• TE pg. 278a


• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 279 and TE pg. 279a

• TE pg. 279c


12 | P a g e

Differentiation


• Individual presentations

• Lead group

discussions

• Independent reading and research

• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas

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