Reading, Grade:3 Mastery Check 1 Benchmark#: R.3.1.4.7 State Language:
The student sequences events and information in logical order.
Student Friendly Language:
I can sequence events in correct order.
DOK Level:
1
Concept (Students will know): events information logical order
Skills (Students will do):
sequences
Big Ideas: Using clue words helps the reader put events in logical order.
Essential Questions: Why do readers need to sequence events in logical order? What are clue words that help the reader sequence events?
Core Materials
(Any selections)
Available Houghton Mifflin Lessons: Lost and Found TM 121A Radio Rescue TM 137 E
Teaching Strategies
Supplemental Materials:
Story Maps Graphic Organizers
Listening State Indicator R.I .4.7 GR 3
A 1. 1. 2
Speaking State Indicator k1 .4 .7
The student retells stories with a beginning, middle,
1 J Level
h he student follows simple three and four step I directions.
I
Concept (Students will know):
Beginning
Concept (Students will know):
Skills (Students will do): DOK Level
Retell I I Skills (Students will do): DOK Level
Big Ideas:
Retelling stories accordirlg to the sequence of events supports comprehension.
1 gl::simple three and four step directions 1 improves listening comprehension.
Essential Questions:
What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events?
Essential Questions:
wha t are simple three step directions? I wha t are simple four step directions? 1 I HOW does following simple three and four step 1 I directions improve-listening comprehension? I HOW does retellins support comprehension? 1 I
Reading State Indicator R.I .4.7 I
Writing State lndicator R.I .4.7
A 4. 2. 2
correctly (e.g., first, then, next, after).
A 3. 3. 5 Level 2 1 he student identifies the basic sequence of events in ~ lstories read. using key words or phrases.
I I
Concept (Students will know):
Sequence Words Transitional Words
Concept (Students will know):
Key Words Sequence of Events Kev Phrases
Skills (Students will do): DOK Level
W f Y 1 Skills (Students will do): DOK Level I
Big Ideas:
Recognizing key words and key phrases helps sequencing.
Big Ideas:
Using sequence and transitional words helps to organize writing.
I I
Essential Questions:
What are transitional words? How do sequence and transitional words assist in
Essential Questions:
What is sequencing? What are key words? What are key phrases? How do key words and key phrases help to sequence events?
Reading 'Third Grade: Mastery Check 1,4 ,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Lan~uage: 'The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary
Student Friendlv Language: I can expand my sight word vocabulary. Skills (Students will do): expand
Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension, Essential Questions: What are the sight words for my grade? g
DOK Level: 1
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers Macrnillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers
Supplemental Materials:
SSR Dolch List www.theschoolbell,corn
Teaching Strategies:
ist ten in^ State Indicator R.I .3.1 G R 3 1
' Level
Concept (Students will know):
Skills (Students will do): DOK Level
0 m
Big Ideas:
I Essential Questions: I
Reading State Indicator R.I .3.1
A 3.2.2
Concept (Students will know):
Intermediate S~ght Words
Skills (Students will do): DOK Level
Big Ideas:
Identifying intermediate sight words improves fluency and comprehension.
Essential Questions:
How does recognizing intermediate sight words help improve fluency and comprehension?
Speaking State Indicator b 3 . 1
I Level [7
rn- Concept (Students will know):
1 1
Skills (Students will do): DOK Level
Big Ideas:
1 'Essential Questions:
Writing State Indicator R.I .3.1
A 4. 4. 9
Concept (Students will know):
Suffixes
Skills (Students will do): DOK Level
Big Ideas:
Using prefixes and suffixes aid in writing. 7
Essential Questions:
What is a suffix? How does using prefixes and suffixes aid in writing?
Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.1.1, 3.1.2.4 (Rubric) State Language: The student uses decoding skills that include knowledge of
Student Friendlv Lanquaqe: I can use decoding skills (chunking, segmenting and blending, and word families) to help me read words I don't
words. The student uses a variety of word-recognition know and to read smoothly.
Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading
Skills (Students will do): Use strategies Reading unknowns Reading fluently
DOK Level: 2
Bia Ideas: 1
Essential Questions: What is fluent reading? What are decoding strategies I can use? What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly? Core Materials: (Any selection)
Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 137F Raisinq Draqons TM 393 C-D Poetry TM 151C Niqht of the PuR'liugs TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 1 19 F-G Cliff Haqqer TM 49D Biography TIM 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 21 3 C-D Across the Wide Dark Sea TM 183C Talkinq Cloth TM 233 D YunmilHalmon's Trip TM 21 3D Dancing Rainbows 'rM 259 C-D Trapped By Ice TIM 251 C-D Trickster Tales TM 301 D Theme 5 Connections TM 267 F Dogzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimby TM 399 C-D Theme 6 Connections TM 41 3 F-G Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers
Teaching Strategies:
Supplemental Materials:
Fluency Rubric Making Words Word Wall Activities Decoding Strategies Fix It Strategies Readers' Theater Scripts
Listening State Indicator R.I .I .I G R 3 I
Reading
A 1.1.6
State lndicator IR.1 .I .I
Level 21
Level
L
Concept (Students will know): s Skills (Students will do): DOK Level
0 - Big Ideas:
1 Essential Questions:
The student identifies initial, medial, or ending sounds.
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Skills (Students will do): DOK Level
Big Ideas:
initial, medial, and ending sounds improves
Essential Questions:
What is an ending sound? How does identifying an initial, medial, and ending
Speaking State Indicator 1R.1. 1 .I
1 Concept (Students will know):
Essential Questions: I l l
I
( Skills (Students will do): DOK Level
Writing State Indicator R.I .I .I
I
Concept (Students will know):
High Frequency Words
Skills (Students will do): DOK Level
Big Ideas:
Using high frequency words impacts writing.
Essential Questions:
How do high frequency words impact writing?
Listening State Indicator R .A 2.4 GR3 I
Reading State Indicator R .A 2 .4
A 1. 1. 6
I Concept (Students will know): I
Level ( 2 1
I Skills (Students will do): DOK Level I
The student identifies initial, medial, or ending sounds.
Concept (Students will know):
Initial sounds Medial sounds Ending sounds
Skills (Students will do): DOK Level
Big Ideas:
Identifying an initial, medial, and ending sound improves listening comprehension.
Essential Questions:
What is an ending sound? How does identifying an initial, medial, and ending sound improve listening
Big Ideas:
I I 'Essential Questions:
Speaking State Indicator R.l.2.4
( ( Level (2 j The student uses appropriate greetings with a variety of responses.
Concept (Students will know):
Greetings, Responses
I Skills (Students will do): DOK Level I
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
Essential Questions:
What is a greeting? What is a variety of greeting responses? Why is it essential to use greetings and a variety of responses?
Writing State lndicator IR.1 2.4
A 4.1.1
Level (Z( The student writes 3-5 sentences related to a picture or prompt.
Concept (Students will know):
3-5 Sentences
Skills (Students will do): DOK Level
Big Ideas:
Understanding sentence structure and subjectlverb agreement support writing.
Essential Questions:
Reading Third Grade: Mastery Check 2 ,4 ,8 Benchmark #: 3.1.2.2,3.1.2.5 (Rubric) State Lanquaqe: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Reading rate Narrative Expository Technical text
Student Friendlv Lan~uane:
I will read using expression, phrasing, stress, and rhythm of speech. I will adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension
Biq Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? Wh'at is intonation and rhythm What are the differences in reading narrative, expository, and technical text? How can knowing these elements of fluency help me comprehend different types of texts?
DOK Level: 2
Core Materials
(Any selection )
Available Houghton Mifflin Lessons: Two Days in May TM 99H
Supplemental Materials:
SSR Fluency Rubric Readers' 'Theater Scripts www.Iiteracyleader,com
Teachinq Strateqies:
Listening State Indicator b.1.2.2 GR 3
1 I Level 2 1 The student identifies initial, medial, or ending sounds.
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Skills (Students will do): DOK Level
Big Ideas:
Identifying initial, medial, and ending sounds improves listening comprehension.
Essential Questions:
l ~ h a t is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending
Reading State Indicator R.I 2 .2 ,
I ~ 1 ~ e v e l 1 I
Concept (Students will know):
7 7 Skills (Students will do): DOK Level
r- m
Speaking
I Essential Questions:
State lndicator R . 1.2.2
I
Writing State Indicator R.1 .2.2
A 4.1 .1
A 2. 1. 1
1 1 Level 12 1
Level
I he student writes 3-5 sentences related to a picture o r (
The student uses appropriate greetings with a variety of responses
Concept (Students will know):
Greetings Responses
Skills (Students will do): DOK Level
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
Essential Questions:
What are various greeting responses? Why is it essential to use greetings and a variety of
prompt.
Concept (Students will know):
3-5 Sentences
Skills (Students will do): DOK Level
Big Ideas:
understanding sentence structure and subjectherb agreement support writing. I I Essential Questions:
What is a sentence? What is a subject? What is a verb? What is a subjectherb agreement? How does understanding sentence structure and
Listening State lndicator IR. 1.2.5 GR 3 ) Speaking State lndicator R . 1.2.5
Level ~ Concept (Students will know):
\
Skills (Students will do): DOK Level
0 - Big Ideas:
1 Essential Questions:
Level 1
rn Concept (Students will know):
s Skills (Students will do): DOK Level
0 - Big Ideas:
E7 P P
Essential Questions:
Reading State Indicator R-I 2.5 Writing State Indicator R.I 2.5
Level
rn Concept (Students will know):
s Skills (Students will do): DOK Level
0 - Big Ideas:
@
Essential Questions:
A 4.2.4 . @
A 4.3.3 Level 2 The student writes using a variety of text structures (e.g., cornpare/contrast, descriptive, cause-effect, and problem solution). The student applies use of voice that is appropriate to purpose and
Concept (Students will know):
Text Structure Audience
Skills (Students will do): DOK Level
Big Ideas:
Recognizing text structure, voice, purpose and audience supports writing.
-
Essential Questions:
What is purpose? What is audience? How does recognizing text structure, voice, purpose
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.3 (Rubric)
State Lannuane: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know): Sentence structures Fluent reading Instructional level
lndependent level
Student Friendly Lannuane: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do): Use sentence structure knowledge Read smoothly
Big Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently . Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcoming words to aid in fluent reading?
DOK Level: 2
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers
MacMillan McGraw-Hill Leveled Readers
Supplemental Materials:
SSR Fluency Rubric Readers' Theater Scripts www.Iiteracyleader.com
Teaching Strategies:
Skills (Students will do): DOK Level
Correct
Big Ideas:
Correcting and recognizing incorrect forms and structures assist listening comprehension.
Listening State Indicator IR. 1.2.3 GR 3
I I
Essential Questions:
How does correcting and recognizing incorrect forms
A 1.1.8
Reading State Indicator IR.1.2.3 .
Level (21 The student demonstrates ability to correct language by recognizing obviously incorrect forms and structures.
Concept (Students will know):
Forms Structures
I Concept (Students will know):
Big Ideas:
I
I
I Skills (Students will do): DOK ~ e v e l
I Essential Questions: I
I
Speaking State Indicator R.1.2.3
The student uses basic grammatical forms.
Concept (Students will know):
Skills (Students will do): DOK Level
Big Ideas:
Using basic grammatical forms improves oral communication.
Essential Questions:
How do you identify basic grammatical forms? How do you create basic grammatical forms?
Writing State Indicator R.1.2.3 I I
I The student writes simole sentences with varied lengthslin correct w o r d 1 (e.g., declarative, interfogative, and imperative forms). The student writes grammatically correct simple, compound and complex sentences, using conjunctions (e.g., since, because, if, but, while).
Concept (Students will know):
Jsimple Sentences Correct Word Order I l~omplex and Compound Sentences 1 I I conjunctions 1 I Skills (Students will do): DOK ~ e v e l I
Big Ideas:
word order affects writing. I Development of simple sentences leads to writing I I complex and compound sentences. I
Essential Questions:
I
What is a simple sentence? What is a correct word order? What are complex and compound sentence? What are conjunctions? How does word order affect writing? How does development of simple sentences lead to writing complex and compound sentences?
Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.2.1 (Rubric) State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels. Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level
Student Friendly Language: I w~ll use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.
Skills (Students will do): Use knowledge Read fluently
Big Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the punctuation help me understand the text better?
DOK Level: 2
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers
Supplemental Materials:
Fluency Rubric Readers' Theater Scripts d.literacyleader.com
Teaching Strategies:
Listening State Indicator RI 2 .1 GR 3
1 1 Level 2 1 he student recognizes the differences of intonation 1 I with questions, exclamations, commands, and 1 I I statements.
Concept (Students will know):
Intonation Question Exclamation Command Statement
Skills (Students will do):
Big Ideas:
DOK Level I
Recognizing the difference of intonation improves listening comprehension.
Essential Questions:
What is intonation? What is a question? What is an exclamation? What is a command? What is a statement? How does recognizing the difference of
Reading State Indicator RI 2 .1
I I
Concept (Students will know):
Skills (Students will do): DOK Level
I I
Big Ideas:
Essential Questions:
Speaking State lndicator RI .2.1
Writing State Indicator RI 2.1
A 2. 1. 2
1 ~A 4. 5. Level I
Level
The student uses correct ending punctuation and commas (e.g., lists, dates, and cities to states).
The student responds to needs by asking questions appropriate to the situation.
Concept (Students will know):
Questions Needs
Skills (Students will do): DOK Level
Big Ideas:
Questions are necessary to communicate basic needs appropriate to situation.
Essential Questions:
How do you form a question? Why is it necessary for students to communicate basic
Concept (Students will know):
Skills (Students will do): DOK Level
1
Big Ideas:
Using mechanics supports writing.
Essential Questions:
What is punctuation? What are commas? How does using mechanics support writing?
Reading, Grade:3 Mastery Check 2 Benchmark#: R.3.1.4.9A State Languaqe:
The student links cause and effects in appropriate-level narrative and expository texts.
Student Friendly Language:
I can link or connect what caused something to happen (effect) in a passage.
Concept (Students will know): narrative expository cause effect
Skills (Students will do):
links cause and effect
DOK Level:
2
Big Ideas: Students need to know that causes have effects.
Essential Questions: What is the difference between cause and effect? How can readers apply cause and effect in real life?
Core Materials
(Any selection)
Available Houghton Mifflin Lessons : Cliff Hallqer TM 49A Radio Rescue TM 137D
Teaching Strategies
Supplemental Materials:
Graphic Organizers
Listening State Indicator R . 1.4.9 GR3 1
I I
Concept (Students will know):
Skills (Students will do): DOKLevel I
Big Ideas: r r Essential Questions:
I
Speaking State Indicator R . 1.4.9
I I
Concept (Students will know):
Skills (Students will do): DOK Level
1
Big Ideas:
Essential Questions:
Reading State Indicator R.1.4.9
I 1 I Level 1 (
I I
Concept (Students will know):
1
Skills (Students will do):
Big Ideas: I 1 Essential Questions:
Writing State Indicator R.I .4.9
A 4 . 2 . 4
1 1 Level 12 1 he student writes using a variety of text structures ( e l I g., compare/contrast, descriptive, cause-effect, and problem solution).
Concept (Students will know):
Text Structure
Skills (Students will do): DOK Level
Big Ideas:
Recognizing text structure, voice and audience supports writing.
L
Essential Questions:
purpose? What is audience? How does recognizing text structure, voice, purpose and audience support
Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.3.5A State Lanquane: Student Friendly Lanquane:
The student determines the meaning of words through knowledge of word structure (e.g., compound, contractions, root words, prefixes, suffixes).
I can determine the meaning of words I don't know by knowing word structures (compounds, contractions, root words, prefixes( mis-, pre-, pro-, re-, un-), and suffixes ( -ed, -er, -est, -in!, -ly, -y )).
Concept (Students will know): meanings of words compounds contractions root words prefix suffix
Skills (Students will do):
determines meaning
I DOK Level:
2
Bin Ideas: Understanding word structures is necessary for identifying unknown words. Word structure helps readers discover meaning of unknown words. Essential Questions: What is a prefix, suffix, root word, compound word and contraction? Why is knowing the differences between word structures Core Materials (Any selection) Available Houghton Miffl in Lessons: Cliff Hanger 'rM 49C Lost and Found TM 121C Radio Rescue TM 137 F-G Poetry 151C Keeping Quilt TM 185C Talking Cloth TM 232 C Miss Rum~hius TM 279 F-G Trickster Tales TM 301C Mysterious Giant TM 361C Raising Dragons TM 393 C GardenIAbdul Gasazi TM 419C Dinosaur Bob TM 439 F-G Theme 3 Resources TM R18-23 Seal Surfer TM 69C-D Two Days in May TM 99 C,G
Teachinn Strategies
helpful when reading? Supplemental Materials:
Listening State Indicator R.I .3.5 G R ~ Speaking State lndicator IR.1 .3.5
Level
rn Concept (Students will know):
sz Skills (Students will do):
DOK Level
0 - Big Ideas:
Essential Questions:
Reading
Leve
rn Concept (Students w~l l know):
s Skills (Students will do): DOK Level
0 - Big Ideas:
1 Essential Questions:
State lndicator iR.1.3.5 State Indicator 1R.1 .3.5 Writing
,A 3. 1 . 2 A 3. 1. 7 A 3. 1 .9 Level
A 4. 4. 9
The student applies knowledge of letter-sound correspondences to identify intermediate (level 2) words.
Concept (Students will know):
Letter-sound Correspondence Intermediate Words
Skills (Students will do): DOK Level
Identify
Big Ideas:
Applying letter-sound correspondence assists in identifying intermediate (level 2) words.
Essential Questions:
assist in identifying intermediate (level 2) words?
Level 2 The student uses prefixes and
Concept (Students will know):
Prefixes Suffixes
Skills (Students will do): DOK Level
Big Ideas:
Using prefixes and suffixes aid in writing.
Essential Questions:
What is a suffix? How does using prefixes and suffixes aid in writing?
Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.4.2A State Lanquage: The student understands the purpose of text features (e.g., title, graphs and charts, table of contents, pictureslillustrations, boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate level text.
Student Friendly Lanquaqe:
I can understand and use text features to help me gain meaning from a passage.
DOK Level:
2
Concept (Students wil l know): text features tit le graphslcharts table of contents pictures/illustrations boldface type italics glossary index
Skills (Students will do):
understands purpose locates information using features
Biq Ideas: Knowing the purpose of text features helps locate and gain meaning from text. Essential Questions: What are text features? How do text features help the reader gain information Core Materials [Any selection) Available Houghton Mifflin Resources: Lost and Found TM 121 H Garden of Abdul Gasazi TM 4 19 H Across Wide Dark Sea Social Studies Link TM 180-181 Cliff Hanqer Social Studies Link TM 46 Mulan Language Link TM 86 Grandma's Records Career Link TM 210 Talking Cloth Health Link TM 232 Dancinq Rainbows Science Link TM 258 Doqzilla Science Link TI\ 332 Mysterious Giant Social Studies Link TM 358 Raising Dragons Science Link TM 390 GardenlAbdul Gasazi Career Link TM416 Theme 4 :Fugitives on Four Legs TM 422 Nights of the Pufflinqs Science Link TM 36 Seal Surfer Career Link TM 66 The Livinn Desert TM 114 Trapped by Ice Media Link TM 248 Theme 5 A Wild Ride TM 263 Teachinq Strate~ies
from text? Supplemental Materials:
www.Iiteracvleader.com
Listening State Indicator R.I .4.2 GR3 I ,
Speaking State Indicator R.I .4.2
I 1 Level 2-1 1 I he student follows simple three and four step 1 I I he student responds to questions using appropriate ( I directions. I complete sentences. 1
I I
Concept (Students will know):
Simple Three Step Directions . Simple Four Step Directions
I 1
Concept (Students will know):
Questions Complete Sentences
I Skills (Students will do):
1
DOK Level Skills (Students will do): DOK Level 1 Respond II
I
Big Ideas:
Following simple three and four step directions improves listening comprehension.
Big Ideas:
Responding to questions using complete sentences enhances oral communication.
I I
Essential Questions:
What are simple four step directions? How does following simple three and four step
Essential Questions:
What is a complete sentence? How do you identify a question?
Writing State Indicator IR.1 4.2 Reading State Indicator R.I .4.2
A 3. 3. 8
1 Level 1 he student identifies basic text features such as title,
I 1 Level 21 I he student writes 3-5 sentences related to a picture orI
table of contents. and chapter headings. I I I
Concept (Students will know):
Text Features Title Table of Contents Chapter Headings
Concept (Students will know):
Skills (Students will do): DOK Level I Skills (Students will do): DOK Level
Writes
Big Ideas:
Using text features helps comprehension.
Big Ideas:
understanding sentence structure and subjecffverb
I agreement supports writing.
Essential Questions: Essential Questions:
What is a sentence? What is a subject? L s a verb? What is subjecffverb agreement? How does understanding sentence structure and subiecffverb aareement s u ~ ~ o r t writinq?
What is a text feature? What is a title? What is a table of contents? What are chapter headings? How do text features help with comprehension?
Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.4.8A State Languaqe:
The student corrlpares and contrasts information (e.g., topics, characters) in text.
Student Friendly Lanquaqe:
I can compare and contrast information and characters when I am reading.
Concept (Students will know): topics characters text
Skills (Students w ~ l l do): compare contrast
DOK Level:
2
Big Ideas Comparing and contrastirlg topics and characters helps us understand their similarities and differences.
Essential Questions: What is comparing? What is contrasting? How does compare/contrast help the reader understand information?
Core Materials
(Any selections)
Available Houghton Mifflin Lessons: IMiss Rumphius TM 273 A Theme 4 Connections TM 1 19D Theme 4 Resources TM R10-11 Theme Connections from Themes 1-6
Teaching Strategies
Supplemental Materials:
Graphic Orgar~izers
Listening State Indicator R.I .4.8 GR3 I Speaking State lndicator R.I .4.8
Level 2 1 l ~ h e student makes inferences and draws conclusions I lfrom short passages.
I I
Concept (Students will know):
Conclusion Inference
I Skills (Students will do): DOK Level
Infer Conclude m 1
Big Ideas:
Drawing conclusions and making inferences from text improves listening skills.
Essential Questions: What is a conclusion? What is an inference? How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve listening comprehension?
Reading State Indicator IR.1 .4.8
I I
Concept (Students will know):
A 3. 3. 16
Opinion Fact
Level 2
Skills (Students will do): DOK Level
student distinguishes fact and opinion in various
Big Ideas:
Distinguishing between fact and opinion is critical to reading comprehension.
I I
Essential Questions:
between fact and opinion critical to reading comprehension? How is distinguishing between fact and opinion critical to
Concept (Students will know):
Questions Complete Sentences
A 2. 1. 6 - A 2. 1. 2
Skills (Students will do): DOK Level
Respond 1
~ e v e l 2
Big Ideas:
The student responds to questions using appropriate complete sentences.
Responding to questions and using complete sentences enhances oral communication.
Essential Questions:
What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?
Writing State Indicator R.1 .4.8
A 4. 2. 1 1 '4 4. 2.4 Level F-1 The student writes using a variety of text structures (e. lg., compare/contrast, descriptive, cause-effect, and 1 lproblem solution). 2 Concept (Students will know):
Text Structure 1 I I
Skills (Students will do): DOK Level
2
Big Ideas:
Recognizing text structure, voice and audience supports writing.
L I
Essential Questions:
purpose? What is audience? How does recognizing text structure, voice, purpose and audience support
Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1 .I . I , 3.1.2.4 (Rubric) State Lanauaae: The student uses decoding skllls that include knowledge of phonetics and structural analysis when reading unknown words. The student uses a variety of word-recognition strategies to read fluently. Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading
Student Friendly Lanauaae: I can use decoding sk~lls (chunking, segmenting and blending, and word families) to help me read words I don't know and to read smoothly.
Skills (Students will do): Use strategies Reading unknowns Reading fluently
Bia Ideas: Strategies for decoding will help students read fluently. Essential Questions: What is fluent reading? What are decoding strategies I can use? What are sonie other word recogl-lition strategies I can use?
DOK Level: 2
1 Core Materials: (Any selection)
Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 137F Raisinq Dragons TM 393 C-D Poetry TM 151 C Nisht of the Pufflings TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 119 F-G Cliff Hanner TM 49D Bioqraphy Tlbl 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 213 C-D Across the Wide Dark Sea TM 183C Talking Cloth TM 233 D YunmilHalmonls Trip TM 213D Dancing Rainbows 'rM 259 C-D Trapped By Ice TI1251 C-D Trickster Tales TM 301 D Theme 5 Connections TM 267 F Dogzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimbv TM 399 C-D Theme 6 Connections TM 413 F-G Houghton Mifflin Leveled Readers Macmlllan McGraw-HIII Leveled Readers
Teachina Strateaies:
Supplemental Materials:
Fluency Rubric Making Words Word Wall Activities Decoding Strategies Fix It Strategies Readers' Theater Scripts
Listening State Indicator R.I . I . I GR3 1 Speaking State Indicator [R. 1.1.1
1 1 Level 2 1 he student identifies - - initial, medial, - or ending sounds.
I 1
Concept (Students will know): Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Skills (Students will do): DOK Level
Identify - -- -. - - - - -
Skills (Students will do): DOK Level
Big Ideas: - - 6 i g Ideas:
, identifying initial, medial, and ending sounds improves ~ I listening comprehension.
Essential Questions: Essential Questions:
What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound im rove listenin com rehension? r
Reading State Indicator IR.1 .I .I Writing State Indicator [R. 1.1.1 1
1 Level 2 1 The stui3entspells higKfrequency words correctly.
Concept (Students will know): 1
Concept (Students will know):
~ i ~ h Frequency Words
I Skills (Students will do): DOK Level I I Skills (Students will do): DOK Level I
I Big Ideas: I Big Ideas:
Using high frequency words impacts writing.
Essential Questions:
What are high frequency words? How do high frequency words impact writing?
( Essential Questions: I
Listening State Indicator R.1.2.4 GR3 I Speaking State Indicator R.I .2.4
1 I I Level 2 1
- - il The student identifies initiall medial, or ending sounds.
I I
Concept (Students will know):
Initial sounds Medial sounds Ending sounds
Skills (Students will do): DOK Level
Identify
-
Essential Questions:
-
What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listening
Big Ideas:
Identifying an initial, medial, and ending sound improves listening comprehension.
Reading State Indicator R.I 2 .4
Concept (Students will know): s Skills (Students will do): DOK Level
Big Ideas:
I I Essential Questions:
I
Level 2 The student uses appropriate greetings with a variety of responses.
Concept (Students will know):
~reet ings. Responses
Skills (Students will do): DOK Level
I I
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
1 I
Essential Questions:
What is a greeting? What is a variety of greeting responses? Why is it essential to use greetings and a variety of responses?
Writing State Indicator R.I .2.4
A 4 .1 .1
1 he student writes 3-5 sentences related to a picture or
Concept (Students will know):
3-5 Sentences
I Skills (Students will do): DOK Level I Write - 1 I Big Ideas:
Understanding sentence structure and subjectlverb agreement support writing.
I I
Essential Questions:
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.2, 3.1.2.5 (Rubric) State Language: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. 'The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Readiqg rate Narrative Expository Technical text
Student Friendly Language:
I will read using expression, phrasing, stress, and rhythm of speech. I will adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension
Big Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? What is intonation and rhythm What are the differences in reading narrative, expository, and technical text?
DOK Level: 2
Core Materials
(Any selection )
Available Houghton Mifflin Lessons: Two Days in May TIM 99H
Supplemental Materials:
SSR Fluency Rubric Readers' Theater Scripts www.literacvleader.com
Teachinn Strategies:
Listening State Indicator IR.1 .2.2 GR3 1 Speaking State Indicator 1R.1 .2.2
1 1 Level 12 1 The-student identifies initial, medial, or ending-sounds.
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Sk~lls (Students will do): DOK Level
ldentify - -- -
Identifying initial, medial, and ending sounds improves listening comprehension.
Essential Questions:
What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listeninq com~rehension? 1 I
Reading State lndicator R.I 2.2
Skills (Students will do): DOK Level
Essential Questions:
Concept (Students will know):
Greetings Responses
A 2. 1. 1
I Skills (Students will do): D O K L ~ V ~ I I
Level 2
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
The student uses appropriate greetings with a variety of responses
Essential Questions:
What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of
Writing State Indicator IR. 1.2.2
A 4.1.1
Level 2 The student writes 3-5 sentences related to a picture or prompt.
Concept (Students will know):
3-5 Sentences
I Skills (Students will do): DOK Level I
Big Ideas:
Understanding sentence structure and subjectherb agreement support writing.
Essential Questions:
What is a sentence? What is a subject? What is a 1 (verb? What is a subjectherb agreement? How 1 ldoes understanding sentence structure and 1 subiec~verb aqreement s u ~ ~ o r t writing?
Listening State Indicator IR.1 .2.5 GR 3
I 7 P I 1 Level
Concept (Students will know):
I Skills (Students will do): DOK Level
m
Concept (Students will know):
Speaking State Indicator IR.I .2.5
I r 7
Skills (Students will do): DOK Level
0 r7
I
1 Big Ideas: I I
Reading State Indicator IR.1.2.5
I Essential Questions:
Concept (Students will know):
I
I
Skills (Students will do): DOK Level
,Essential Questions: ,
I 1 Essential Questions:
Concept (Students will know):
~ e x t Structure Voice
Writing State Indicator IR.1 2 .5
purpose Audience
A 4.2.4 B
A 4.3.3
Skills (Students will do): DOK Level
j ~ r i t e 2
~ e v e l
Big Ideas:
l ~ e c o ~ n i z i n ~ text structure, voice, purpose and
Th=fG&ex€writes using a variety of text structures (e.g., cornpare/contrast, descriptive, cause-effect, and problem solution). The student applies use of voice that is appropriate to purpose and
laudience supports writing.
Essential Questions:
What is text structure? What is voice? What is purpose? What is audience?
I (HOW does recognizing text structure, voice, purpose ( ] (and audience suw~ort writinq?
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.3 (Rubric)
State Languaae: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know\: Sentence structures Fluent reading lnstrl~ctional level Independent level
Student Friendlv Lanpuape: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do\: Use sentence structure knowledge Read smoothly
Bin Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently . Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcorrliug words to aid in Ruent reading?
DOK Level: 2
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers
MacMillan McGraw-Hill Leveled Readers
Supplemental Materials:
SSR Fluency Rubric Readers' Theater Scripts www.Iiteracvleader.com
Teachinp Strategies:
Listening State Indicator R.I 2.3 G R 3 I Speaking State lndicator IR.1 2 .3
I i A 1.1.8. ~ e v e l 21
Concept (Students will know):
Forms Structures
... --
I Skills (Students will do): DOK Level
The-student dem-onstrates ability to correct language by FecognizTKg obviously incorrect forms and structures.
Demofirate - - . ..
Correct
1 structures assist listening comprehension. 1
-- - 2-
-
Essential Questions:
/what is a grammatical form?
Big Ideas:
correcting and recognizing incorrect forms and
I I \ ~ h a t is a grammatical structure? 1 / ( How does correcting and recognizing incorrect forms 1 I and structures assist listenina comprehension?
A 2.1.5 ~ e v e l 21 I ~ h e student uses basic grammatical forms.
Concept (Students will know):
ram ma tical Forms 1
Skills (Students will do): DOK Level
Big Ideas:
Using basic grammatical forms improves oral communication.
1 I
Essential Questions:
What are grammatical forms? How do you identify basic grammatical forms? How do you create basic grammatical forms?
Reading State Indicator R.I 2 .3
I I Level 1 I I I
I Concept (Students will know): I
I Skills (Students will do): DOK Level
m
-
Writing State Indicator R.I .2.3
I Essential Questions:
Concept (Students will know):
- -
I
Simple Sentences Correct Word Order Complex and Compound Sentences Conjunctions
Skills (Students will do): DOK Level
Write 2
Big Ideas:
Word order affects writing. Development of simple sentences leads to writing complex and compound sentences.
Essential Questions: What is a s~mple sentence? What is a correct word order? What are comple:: and compound sentence? What are conjunctions? How does word order affect wr~ting? How does development of simple sentences lead to writing complex and compound sentences?
- -
A 4.5.2 1 Level 12 - 1 The student wrltes slmple sentences wlth varled lengths-ln correct word order (e g , declarative, lnterrogatlve, and ~mperatlve forms) The student wrltes grammatically correct slmple, compound and complex sentences, uslng conjunct~ons (e g , slnce, because, ~ f , but, wh~le)
Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.2.1 (Rubric) State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels. Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level
Student Friendly Language: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.
Skills (Students will do): Use knowledge Read fluently
Bin Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the punctuation help me understand the text better?
DOK Level: 2
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers
Supplemental Materials:
Fluency Rubric Readers' Theater Scripts www.literacyleader.com
Teaching Strate~ies:
Listening State Indicator RI .2.1 GR3 1 Speaking State Indicator RI 2.1
The student recognizes &e differences of intonation with questions, exclamations, commands, and I i The student responds to needs by asking questions
appropriate to the situation.
I statements. I Concept (Students will know):
Intonation Question Exclamation Command Statement
Concept (Students will know):
Questions Needs
I Skills (Students will do): DOK Level I I Skills (Students will do): DOK ~ e v e l I
Big Ideas:
Recognizing the difference of intonation improves
Recognize -.
Big Ideas:
~ues t ions are necessary to communicate basic needs 1
- 1-
I listening comprehension. I I I appropriate to situation. I I Essential Questions: Essential Questions:
How do you form a question? Why is it necessary for students to communicate basic
Reading State Indicator IRA 2 .1 Writing State Indicator IRA 2.1
A 4.5 .1 -
The student uses correct ending punctuation and I commas (e.g., lists, dates, and cities to states). I I I I
Concept (Students will know):
Punctuation Commas
Concept (Students will know): s I Skills (Students will do): D O K L ~ V ~ I I I Skills (Students will do): DOK ~ e v e l I
Big Ideas:
Using mechanics supports writiqg.
I Essential Questions: I Essential Questions:
l ~ h a t is punctuation? I what are commas? I I l ~ o w does using mechanics support writing? I I
Reading Third Grade: Mastery Check 1,4 ,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Language: The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary
Student Friendly Lanquane: I can expand my sight word vocabulary. Skills (Students will do): expand
Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension. Essential Questions: What are the sight words for my grade?
DOK Level: 1
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers
Supplemental Materials:
SSR Dolch List www.theschoolbell.com
Teachirlq Strateaies:
Listening State Indicator R.I 3 .1 G R 3 I
I I
Concept (Students will know):
I Skills (Students will do): DOK ~ e v e l I
Big Ideas:
l~ I Essential Questions: I
Reading State Indicator R.I 3 .1
A 3.2.2 1 1 Level 2 The student identifies intermediate sight words.
I I
Concept (Students will know):
Intermediate Sight Words
Skills (Students will do):
ldentify
DOK Level
, r I I
Big Ideas:
Identifying intermediate sight words improves fluency and comprehension.
Essential Questions:
What are intermediate sight words? How does recognizing intermediate sight words kelp improve fluency and comprehension?
Speaking State Indicator R.1.3.1
rn Concept (Students will know):
I I
Skills (Students will do): DOK Level
0 m
Big Ideas:
Essential Questions:
I Writing State Indicator R.I .3.1
1 1 Level 12 1 The student uses prefixes and suffixes correctly.
Concept (Students will know):
Prefixes Suffixes
I Skills (Students will do): DOK Level
Big Ideas:
-using prefixes and suffixes aid in writing.
I 'Essential Questions: I
What is a prefix? I What is a suffix? How does using prefixes and suffixes aid in writing?
Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.101 State Lannuaqe:
'The student retells or determines important events and main ideas from narrative and expository texts.
Student Friendly Lan~uane:
I can retell the main idea and supporting details in a passage.
Concept (Students will know): important events main idea narrative expository
Skills (Students will do): retells determines important events
DOK Level:
2
Big Ideas:
Retelling helps the reader sequentially restate important events and main ideas in narrative and expository text.
Essential Questions: What is the main idea? How does a reader retell main ideas and important details in narrative and expository text?
Core Materials
(Any selections)
Available Houghton Mifflin Lessons: Lost and Found TM 121 A Grandma's Records TM 21 3A Miss Rumphius TIW 279E
Teachiqg Strategies
Supplemental Materials:
Graphic Organizers www.literacyleader.com
Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.11A State Language:
The student identifies the topic, main idea, and supporting details in appropriate-level text.
Student Friendlv Lanauaae:
I can identify the topic, main idea, and details in a passage.
DOK Level:
1
Concept (Students wil l know): topic main idea supporting detail
Skills (Students wil l do): identifies
Biq Ideas: Identifying the main idea, topic and details helps the reader comprehend text.
Essential Questions: How do readers identify the main idea, topic and deta~ls in a passage? What are the differences between the topic, main idea and details?
Core Materials
(Any selection)
Available Houghton Mifflin Lessons: Grandma's Records TM 213 A Talking Cloth TM 233A Dancing Rainbows TM 259A Miss Rumphius TM 259A Theme 2 Resources TM R14-15 'Theme 4 Writinq TM 43D
Teaching Strategies
Supplemental Materials:
Listening State Indicator R.I .4.11 GR 3
A 1. 1. 9 - A 1. 1. 10 1 A 1.1.11 Level 2 1 I he student identifies the main idea of a short
Concept (Students will know):
Main ldea
I Skills (Students will do):
ldentify r Big Ideas:
DOK Level I
Identifying the main idea improves listening comprehension.
Essential Questions:
What is the main idea? How does identifying the main idea improve listening comprehension?
Reading State lndicator R.1 .4.11
Speaking
A3. 3. 7
State lndicator R.I .4.11
Level 2
he student retells stories with a beginning, middle, 1
The student identifies the main idea of a short and simple passage.
Concept (Students will know):
Main ldea
Skills (Students will do): DOK Level
Big Ideas:
Recognition of the main idea is essential to comprehension.
Essential Questions:
How can you find the main idea? Why is finding the main idea important?
and end.
Concept (Students will know):
Beginning End
Middle Stories
Skills (Students will do):
Retell
DOK Level
1 - Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support
Writing State lndicator IR.1 .4.11
A 4. 5. 1 A 4. 2. 2 Level 21 The student uses sequence and transitional words correctly (e.g., first, then, next, after).
Concept (Students will know):
Sequence Words Transitional Words
Skills (Students will do): DOK Level
Big Ideas:
Using sequence and transitional words helps to organize writing.
Essential Questions:
What are transitional words? How do sequence and transitional words assist in
Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.5A
State Language:
The student uses information from the text to make inferences and draw conclusions.
Student Friendly Language:
I can use my prior knowledge and clues the author gives me to figure out what the author is saying.
Concept (Students will know): text inference conclusion prior knowledge
Skills (Students will do): 1 draw conclusions make inferences uses information
DOK Level:
2
Big Ideas: Usirlg information in the text and my prior knowledge w~l l aid in making inferences and drawing conclusions.
Essential Questions: What is inference? How can inferences be made? Core Materials
(Any selection) Available Houghton Mifflin Lessons: Mulan TM 89A Radio Rescue TM 137D Theme 5 Resources TM R8-9 Raisinq Dragons TM 393 A Dinosaur Bob TM 439 E Theme 3 Resources TM R12 Across Wide Dark Sea TM 183 A Theme 4 Connections TM 11 9E Theme 5 Resources TM R 10-1 1 Poppa's New Pants TM 367A Theme 6 Connections TM 413D Theme 6 Resources TM R10 1
Teaching Strategies
Supplemental Materials:
QAR
Listening State Indicator IR. 1.4.5 GR3 1 Speaking State lndicator R . 1.4.5
A 2 1 6 A 2. 1 . 2
Concept (Students will know):
Questions Complete Sentences
Skills (Students will do): DOK Level
1
Big Ideas:
Responding to questions and using complete sentences enhances oral communication.
Essential Questions:
What is a complete sentence? How do you identify a question?
A 1. 1. 11
A I. I. 10
Reading
~ e v e l 2
State lndicator R.I .4.5
The student makes inferences and draws conclusions from short passages.
Concept (Students will know):
Conclusion l nference
Skills (Students will do): DOK Level
Infer Conclude 2
Big Ideas:
improves listening skills.
Essential Questions:
conclusions from short passage? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve listening comprehension?
Writing State Indicator R . 1.4.5 1 ,
A 3. 3. 10 A 4. 5. 3 Level 21 I Level
The student clarifies and classifies information. The student draws inferences and conclusions from 1 short and simple passages.
Concept (Students will know):
inferences Conclusions
Skills (Students will do): DOK Level
Conclude
Big Ideas:
Drawing inferences and conclusions will assist in comprehension.
Essential Questions:
How do you make inferences? How do you draw conclusions? Why do you make inferences and draw
Concept (Students will know):
Classification Clarification
I I
Skills (Students will do): DOK Level
2
Big Ideas:
Classification and clarification of information improves writing.
Essential Questions:
What is classification? What is clarification? How does classification and clarification of information im rove writi .
Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.1.4.3 State Lamuage:
The student uses prior knowledge and content to make, revise, and confirm predictions
Student Friendly Language:
I can use what I already know and clues the author gives me to make, revise, and confirm predictions.
Concept (Students w ~ l l know): prior knowledge predictions content
Skills (Students will do): use make revise confirm
DOK Level:
2
Big Ideas: Students use prior knowledge to add to their schema, connect with the author, and make meaning of the text. Connecting prior knowledge to current selections provides motivation and purpose for reading.
Essential Questions: What is prior knowledge? What is a prediction? Why do readers make predictions while reading text? Why do readers change, revise and confirm predictions?
Core Materials
(Any selections)
Available Houghton Mifflin Resources: YunmilHalmon's Trip TM 213A 'Theme 5 Connections TM 267D
Supplemental Materials:
' Graphic Organizers
Teaching Strategies
Listening State Indicator IR. 1 .4.3 GR3 1
I Level I '
The student identifies key details from short passages.
I I
Concept (Students will know):
~e~ Details
Skills (Students will do): DOK ~ e v e l
ldentify
Big Ideas:
Identifying key details improves listening comprehension.
Essential Questions:
What are key details? How does identifying key details improve listening comprehension?
Reading State lndicator R . 1.4.3
Speaking State Indicator R.I .4.3
A 3.3. 2
Level l&Zl
Concept (Students will know):
Questions Complete Sentences
.A 2. 1. 6
A 2. 1 . 2
The student uses prior knowledge to anticipate meaning and make sense of text across grade levels.
Concept (Students will know):
Prior Knowledge Meaning
Skills (Students will do): DOK Level
To Anticipate
Big Ideas:
Prior knowledge helps with comprehension of texts.
Essential Questions:
How do you build prior knowledge? Why is prior knowledge important? How do you help students make predictions? How do you use prior knowledge to predict? What is a prediction?
I I
Skills (Students will do): DOK Level
Respond 1
Level 121
Big Ideas:
Responding to questions using complete sentences enhances oral communication.
The student responds to questions using appropriate complete sentences.
Essential Questions:
What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?
Writirlg State Indicator IR. 1.4.3
A 4. 2. 1 A 4. 5. 3 Level 2 The student clarifies and classifies information.
Concept (Students will know):
Classification Clarification
Skills (Students will do): DOK Level
Classify
Big Ideas:
Classification and clarification of information improves writing.
Essential Questions:
What is clarification? How does classification and clarification of information
Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.2. I. I A State Language:
The student identifies and describes characters' physical traits, basic personality traits and actions.
Concept (Students wi l l know): character physical traits personality traits actions
Student Friendlv Lannuane:
I can identify and describe how characters look, act, and feel in a passage.
Skills (Students wi l l do): identifies describes
Big Ideas: Identifying and understanding characters' traits, emotions and motives help the reader understand the characters and their actions. Knowing about the character helps the reader understand the story better by making personal connections with the characters.
Essential Questions: What are the characters' physical traits, personality traits and actions?
Why does knowing the characters physical traits, personality traits and actions help the reader comprehend better?
DOK Level:
1
Core Materials
(Any selection)
Available Houghton Mifflin Lessons: Trickster Tales TM 285 Theme 3 Writinn Workshop TM 335 D Dinosaur Bob TM 439 E 'Theme 3 Resources TNI R12 Fairy Tales TM 295A
Teaching Strategies
Supplemental Materials:
Character Maps
Listening State Indicator ~ . 2 . 1 . 1 GR3 1
1 ( Level (2 1 The student identifies key details from short passages.
Speaking State Indicator b.2. 1 . I
I I
Concept (Students will know):
Beginning Middle End Stories
A 2. 1. 5
Concept (Students will know):
Key Details
Level rl
Skills (Students will do):
Identify
The student retells with a beginning, middle, and end.
Skills (Students will do): DOK Level
I
Big Ideas:
key details improves listening comprehension.
Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
I I
Essential Questions:
What are key details? How does identifying key details improve listening comprehension?
I I
Essential Questions:
Reading State Indicator k.2.1 . I
1 % 3. 3.9
Writing State Indicator (l3.2.1 .I
Level 2 The student writes simple sentences with varied
1 ~A 3 . 3 . l5 Level I
e student identifies and analyses story , plot, setting, character, point of view, problem and resolution. I 'r I lengths in correct word order (e.g., declarative, I I 1 interrogative, and imperative forms). I 1 I I
Concept (Students will know):
Story Plot Setting Character Point of View Problem Resolution
Concept (Students will know):
Simple Sentences Correct Word Order
I
Skills (Students will do): DOK Level
2 Skills (Students will do): DOK Level
writes
Big Ideas:
lword order affects writing.
Big Ideas:
ldentifying the story components assists comprehension. I (~eve lo~men t of simple sentences leads to writing I 1 (complex and compound sentences. ' I Essential Questions: What is story? What is plot? What is setting? What is character? What is point of view? What is problem? What is resolution? How will identifying the story components assist comprehension? Why does the reader need to analyze a story for these components?
Essential Questions:
lwhat is a simple sentence? What is correct word I lorder? How does word order affect writing? How does 1 I ( (development of simple sentences lead to writing I I
com~lex and compound sentences?
Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.2.1.2A State Larlnuane:
The student identifies and describes setting, environment, time of day or year, historical period, situation, place) of the story or literary text.
Student Friendly Lannuane:
I can identify and describe the setting: environment, time, situation, place, historical period, and year in a passage.
DOK Level:
1
Concept (Students will know): setting environment time of day or year historical period situation place passage
Skills (Students will do): identifies describes
Bin Ideas: The settirrg helps the reader to comprehend and relate to text Essential Questions: What is the setting of the passage? Why does the setting help the reader comprehend the text? How is the setting determined in the passage? Core ~ a t e r i a l s s t a l
(Any selection)
Available Houghton Mifflin Lessons: Garden of Abdul Gasazi 'rM 419A Dinosaur Bob TM 439 E 'Theme 3 Resources: TMR12 Fairy Tales TM 295 A
Teaching Strategies
Materials:
Listening State Indicator 'p.2. 1 .2 GR3 1
The student identifies key details from short passages.
A 1. 1. 11
A 1. 1. 10
Concept (Students will know):
Key Details
Level 12
Skills (Students will do):
Ildentify
DOK Level
1 1 L 1
Big Ideas:
Identifying key details improves listening comprehension.
Essential Questions:
What are key details? How does identifying key details improve listening comprehension?
Reading State lndicator I~.2.1.2
Speaking State Indicator ~ . 2 . 1 . 2
A 3. 3. 9
1 1 Level 2 1
Level 21
The student retells stories with a beginning, middle, land end.
The student identifies and analyzes story, plot, setting, character, point of view, problem and resolution.
Concept (Students will know):
Story Plot Setting Character Point of View Problem Resolution
Skills (Students will do): DOK Level
Analyze
Big Ideas:
ldentifying the story components assists comprehension.
Essential Questions:
What is Point of view? What is a problem? What is resolution? How will identifying the story components assist comprehension? Why does the reader need to analyze a story for these components?
I 1
Concept (Students will know):
Beginning Middle Stories
Skills (Students will do): DOK Level
Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
wha t are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support
Writing State Indicator R.2.1.2
The student writes simple sentences with varied lengths in correct word order (e.g., declarative, interrogative, and imperative forms).
Concept (Students will know):
~ i m ~ l e Sentences Correct Word Order
I Skills (Students will do): DOK Level
Big Ideas:
Writes Use
Word order affects writing. Development of simple sentences leads to writing com lex and com ound sentences. P A Essential Questions:
1&21
What is simple sentence? What is correct word order? How does word order affect writing? How does the development of simple sentences lead to writing
I complex and compound sentences?
Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.1.4.4 State Languaqe:
The student generates and responds logically to literal, inferential, and critical thinking questions before, during and after readiug the text.
Student Friendly Language:
I can generate or learn to ask and answer important questions before, during, and after reading.
Concept (Students will know): literal inferential critical thinking before/during/after reading
Skills (Students will do): generates responds
DOK Level: 2
Big Ideas: Students must learn to generate and respond to appropriate questions before, during and after reading.
Essential Questions: What are questions that I can ask and answer before, during and after reading? Why do readers ask questions before, during and after reading text? What are some strategies I can use for finding answers to questions?
Core Materials
(Any selections) Houghton Mifflin Leveled Readers MacMillan McGraw-Hill Leveled Readers
Teaching Strateqies
Supplemental Materials:
QAR
Listening State lndicator (R.I .4.4 GR 3 (
Reading State Indicator k. 1.4.4
A 1. 1. 9 A 1. 1. 10 v
A 1. 1. I1
he student responds to stories by answering 1
Level
I lquestions using simple words, phrases (e.g., who, I
The student makes inferences and draws conclusions from short passages.
Concept (Students will know):
Conclusion Inference c Skills (Students will do): DOK Level
Draw Big Ideas:
Drawing conclusions and making inferences from text improves listening skills.
Essential Questions:
How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve
what, when, where, and how). 1 I Concept (Students w~l l know):
Where
Skills (Students will do): DOK Level
Respond Answer
Big Ideas:
Answering questions after reading indicates understanding.
Essential Questions:
What are the 5Ws? How are they used? How do you use the 5Ws to summarize a story?
Speaking State Indicator ~R.I .4.4
1 I A 2. 1. 5
Level I I I
The student retells stories with a beginning, middle, and end.
I I
Concept (Students will know):
Beginning Middle End Stories
I Skills (Students will do): DOK Level I Retell r Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
Writing State Indicator R.I .4.4 ,
grammatically correct simple, compound and complex sentences, using conjunctions (e.g., since, because, if, but, while).
A 4. 5 . 1
I Concept (Students will know): I
Level 2
m t e n c e s Correct Word Order 1 I I complex and Compound Sentences 1 I
conjunctions
Skills (Students will do): DOK Level
Writes Use
Big Ideas:
l ~ o r d order affects writing. I ~evelopment of simple sentences leads to writing I
complex and compound sentences. I Essential Questions: What is a simple sentence? What is correct word order? What are complex and compound sentence? What are conjunctions? How does word order affect writing? How does development of simple sentences lead to writing complex and compound sentences?
Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.2.1.3 State Languaae:
'The student identifies plot sequence.
Student Friendly Language:
I can identify the plot sequence (beginning, middle, and end) in a passage.
Concept (Students will know): Plot Sequence Beginning Middle end
Skills (Students will do):
identifies
DOK Level: 1
Big Ideas:
'The plot sequence is a series of events that happenin the beginning, middle, and end of the story that give a story its meaning.
Essential Questions: What is plot sequence? How does a reader identify the plot sequence?
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers
Supplemental Materials:
IMacMillan McGraw-Hill Leveled Readers Lost and Found TM 121A Radio Rescue TM 137 E
Teaching Strategies
Listening State lndicator i3.2.1 . ~ G R 3 1 Speaking State Indicator R.2.1.3
1 1 Level 12 1 The student identifies key details from short passages.
1 1 Level 2 1 The student retells stories with a beginning, middle, and end.
Concept (Students will know): Concept (Students will know):
Beginning Middle End Stories
I Skills (Students will do):
I
DOK Level I J
Skills (Students will do): DOK Level
ldentify 7 Retell I = Big Ideas: / Big l dey :
ldentify~ng key details improves listening Retelling stories according to the sequence of events supports comprehension. I ~ comprehension.
I I
Essential Questions: I
Essential Questions:
What are key details? How does identifying key details improve listening comprehension?
What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support com rehension? r
Reading State Indicator IR.2.1.3 2 Writing State Indicator IR.2.1.3 I
L Level 2 I he student identifies the basic sequence of events in 1 he student uses sequence and transitional words 1
(correctly (e.g., first, then, next, after). I stories read, using key words or phrases. I I
Concept (Students will know):
Sequence Words Transitional Words
Concept (Students will know):
Key Words Sequence of Events
I ~ e y Phrases
I Skills (Students will do): D O K L ~ V ~ I I Skills (Students will do): DOK Level
ldentify 1
Big Ideas:
~ e c o ~ n i z i n ~ key words and key phrases helps
Big Ideas:
Using sequence and transitional words helps organize writing. I sequencing.
1 1
Essential Questions:
What are transitional words? How do sequence and transitional words assist in
Essential Questions:
What is sequencing? What are key words? What are key phrases?
( (HOW do k8y words and key phrases help to sequence 1 1 events? 2
Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.1.3.2 A , R.3.1.3.3 State Lasguage: A The student determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs
The student identifies and uses synonyms, antonyms, and homophones to determine the meaning of words.
Student Friendly Lan~uage:
I can determine the meaning of words I don't know by using context synOnyms~ and homophones.
Concept (Students w~ll know): words context clues sentences paragraphs synonyms antonyms homophones
Skills (Students will do):
Determines meaning
DOK Level:
2
Bia Ideas: Using clues around the unknown word will help in understanding the meaning of the unknown word. Essential Questions: What are context clues? How can a reader use context clues to understand unfamiliar words? What are synonyms? What are antonyms? What are homophones? Core Materials (Any selection) Available Houghton Mifflin Lessons: Dogzilla TM 3336 Dinosaur Bob TM 439H Antonyms: Theme 1 R19, Theme 2 R17, Theme 3 R19&23, Theme 4 R17, Theme 5 R 15, Theme 6 R 15&17 Synonyms: Theme 1 R 15&19, Theme 2 R 21, Theme 3 R17&19&21, 'Theme 4 69F, Theme 5 R17, Theme 6 R17&21 Homophones: Theme 5 251G, 2671 Theme 6 419D,E,F
Teaching strategies
Supplemental Materials:
Listening State Indicator R.I .3.2 GR 3
A 1. 1. 10
Speaking State Indicator R.1.3.2
A 2. 1. 7 I A 1.1.11' 1 Level (21 ( I he student makes inferences and draws conclusions I I from short passages.
I I
Concept (Students will know):
Conclusion l nference
Concept (Students will know):
Summary Simple Sentences
I Skills (Students will do):
I
DOK Level I Skills (Students will do):
1
DOK Level
Infer Conclude Make
1
Big Ideas:
Drawing conclusions and making inferences from text improves listening skills
Big Ideas:
Oral description develops language skills.
I I
Essential Questions:
How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making inferences and drawing conclusions from a short passage improve
I I
Essential Questions:
Writing State Indicator R.1.3.2
1 Reading State Indicator R.I .3.2
1 1 Level ~1
7 Concept (Students will know): Concept (Students will know):
Level 21 I
I Skills (Students will do): DOK ~ e v e l I
The student demonstrates comprehension of intermediate vocabulary in context.
A 3.2. 1 A 3.2. 3
I Skills (Students will do): DOK Level I Demonstrate I Big Ideas:
Comprehension of vocabulary in context.
Essential Questions:
What are intermediate words? How do you use the context to determine the meaning of intermediate vocabulary?
I Essential Questions: I
Reading 'Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.1.1,3.1.2.4 (Rubric) State Language: The student uses decoding sk~lls that include knowledge of phonetics and structural analysis when reading unknown words. The student uses a variety of word-recognition strategies to read fluently. Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading
Student Friendly Language: I can use decoding skills (chunking, segmenting and blending, and word families) to help me read words I don't know and to read smoothly.
Skills (Students will do): Use strategies Reading unknowns Reading fluently
Big Ideas: Strategies for decoding will help students read fluently. Essential Questions: What is fluent reading? What are decoding strategies I can use? What are some other word recognition strategies I can use?
DOK Level: 2
How will knowing these strategies help me read smoothly? Core Materials: (Any selection)
Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 1 37F Raisinn Dranons TM 393 C-D Poetry TM 151C Night of the P~~fflinqs 'TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 1 19 F-G Cliff Hanqer TM 49D Biography TM 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 21 3 C-D Across the Wide Dark Sea TM 1 83C Talking Cloth TM 233 D YunmilHalmon's Trip TM 213D Dancinq Rainbows TM 259 C-D Trapped By Ice TM 251 C-D Trickster Tales TM 301 D 'Theme 5 Connections TM 267 F Donzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice 'TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimbv TM 399 C-D Theme 6 Connections TM 41 3 F-G Houghton Mifflin Leveled Readers Iblacm~llan McGraw-HIII Leveled Readers
Teaching Strategies:
Supplemental Materials:
Fluency Rubric Making Words Word Wall Activities Decoding Strategies Fix It Strategies Readers' Theater Scripts
Speaking State Indicator R . 1.1.1 ,
Listening State Indicator R . 1.1.7 GR 3
I I
Concept (Students will know):
A 1.1.6
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Sk~lls (Students will do): DOK Level
-- -
Level 2
Skills (Students will do): DOK Level
0 m
B i g Ideas:
lldentifying initial, medial, and ending sounds improves 1 Big Ideas:
I I I listening comprehension.
I I
Essential Questions: Essential Questions:
What is an ending sound? How does identifying an initial, medial, and ending
Reading State lndicator R . I. 1.1 Writing State lndicator R.I .l .l
1 Level I -
A 4.6.7
Concept (Students will know):
Level 2
Concept (Students will know):
High Frequency Words
The studentspells high frequency words correctly.
Skills (Students will do): DOK Level
0 m Skills (Students will do): DOK ~ e v e l I Spell
Big Ideas: Big Ideas:
Using high frequency words impacts writing.
Essential Questions: Essential Questions:
high frequency words? How do high frequency words impact writing?
Listening State Indicator R.I .2.4 G R 3 1
1 I Level 2 1
Speaking State Indicator LR.1 2.4
The student identifies initial, medial, or ending sounds.
A 2 . 1 . 1
Level ?
I Concept (Students will know): I
The student uses approprrate greetings with a variety of responses.
Concept (Students will know):
Initial sounds Medial sounds Ending sounds
Skills (Students will do): DOK Level
Greetings, Responses
Identify _ _ _-- - - . -
Skills (Students will do): DOK Level
-a Big Ideas: Big Ideas:
Using greetings and a variety of responses is essential to speaking.
Identifying an initial, medial, and ending sound improves listening comprehension.
Essential Questions:
What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listening
Essential Questions:
What is a greeting? What is a variety of greeting responses? Why is it essential to use greetings and a variety of responses?
Reading State lndicator IR.1 2.4 Writing State Indicator IR.1 .2.4
A 4.1.1
I Level I
I 1 Level 2 1 The student writes 3-5 sentences related to a picture o r I
Concept (Students will know): Concept (Students will. know):
3-5 Sentences
Skills (Students will do): DOK Level
m Skills (Students will do): DOK Level
write I
Big Ideas: Big Ideas:
Understanding sentence structure and subjectlverb agreement support writing.
Essential Questions: Essential Questions:
What is a sentence? What is a subject? What is a verb? What is subject verb agreement? How does understanding sentence structure and subiect /verb aqreement su~por t writinq?
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.2,3.1.2.5 (Rubric) State Lanquane: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Reading rate Narrative Expository \
Technical text
Student Friendlv Lannuarre:
I will read using expression, phrasing, stress, and rhythm of speech. I w~ll adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension
Bin Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? What is intonation and rhythm What are the differences in readirlg narrative, expository, and technical text?
V h e n d different types of texts?
DOK Level: 2
Core Materials
(Any selection )
Available Houghton Mifflin Lessons: Two Days in May TM 99H
Supplemental Materials:
SSR Fluency Rubric Readers' Theater Scripts www.Iiteracvleader.com
Teaching Strategies:
Listening State lndicator R.I .2.2 GR 3 1 Speaking State lndicator R.1 .2.2
A 1. 1. 6
1 ~ i g Ideas:
-- -- _
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Skills (Students will do): DOK Level
Identifying initial, medial, and ending sounds improves listening comprehension.
Level 121 _-.-me stu-dent identifies initial, medial, or ending sounds.
Identi@ - - -
Essential Questions:
What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending
-1
I sound im~rove listenina com~rehension?
Reading
I1 1 Level 12 1 ). he student uses appropriate greetings with a variety 1 I o f responses
Concept (Students will know):
Greetings Responses 1 Skills (Students will do): DOK Level
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
I I
Essential Questions:
What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of res onses? 4
State Indicator R.I 2.2 Writing State lndicator IR. 1.2.2
Level
rn Concept (Students will know):
1 Skills (Students will do): DOK Level
0 - Big Ideas:
1 Essential Questions:
I
3-5 Sentences
Big Ideas:
Understanding sentence structure and subjectherb agreement support writing.
Essential Questions:
does understanding sentence structure and
Listening State Indicator R.I .2.5 G R 3 1 . Speaking State Indicator R.I .2.5
I I Level 1
Concept (Students will know): Concept (Students will know): s Skills (Students will do): DOK Level
I I Skills (Students will do): DOK ~ e v e l 1
Big Ideas:
I I I
Essential Questions: I Essential Questions: I
Reading State Indicator iR.1.2.5 Writing State Indicator R.I .2.5
I Concept (Students will know): I I
A 4.2.4 . e
A 4.3.3
Concept (Students will know):
Text Structure Voice Purpose Audience
~ e v e l 2
Skills (Students will do): DOK Level
write
TheSEdFnfwr~tes using a variety of text structures (e.g., compare/contrast, descriptive, cause-effect, and problem solutron). The student applies use of volce that is appropriate to purpose and
Big Ideas:
Recognizing text structure, voice, purpose and audience supports writing.
Essential Questions: Essential Questions:
text structure? What is voice? What is purpose? What is audience? How does recognizing text structure, voice, purpose and audience s u ~ ~ o r t writinq?
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.3 (Rubric)
State Language: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know): Sentence struct1.1res Fluent reading Instructional level Independent level
Student Friendly Language: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do): Use sentence structure knowledge Read smoothly
Big Ideas: 1 Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcoming words to aid in fluent reading?
DOK Level: 2
Core Materials
(Any selection)
Houghton Mifflin Leveled Readers
MacMillan McGraw-Hill Leveled Readers
Supplemental Materials:
SSR Fluency Rubric Readers' Theater Scripts www.Iiteracvleader.com
Teachinq Strategies:
Listening State Indicator F. 1.2.3 GR3 1 Speaking State lndicator R.I .2.3
I1 ( Level 12 1 The-student -. - - - - - d_emonstrategabilIty - to correct language by recognizirlg obviously incorrect forms and structures.
Concept (Students will know):
Forms Structures
Skills (Students will do): DOM Level
Correct
Big Ideas:
Correcting and recognizing incorrect forms and structures assist listening comprehension.
Essential Questions:
How does correcting and recognizing incorrect forms
Reading State Indicator R . 1 .2.3 - Concept (Students will know):
Level -
Big Ideas:
1
-
1 Skills (Students will do): DOK Level
Essential Questions:
E
I
A 2.1.4
A 2.1.5 ~ e v e l (2 The student uses basic grammatical forms. ~
I 1
Concept (Students will know):
Grammatical Forms
Skills (Students will do): DOK Level
I 1
Big Ideas:
Using basic grammatical forms improves oral communication.
Essential Questions:
What are grammatical forms? How do you identify basic grammatical forms? How do you create basic grammatical forms?
Writing State Indicator R.I .2.3 I , I
1 ~A 4.5.2 ~eve l 12 1 The studentyvrltes slmple sentences with vaned lengths ~n correct word order (e g., declarat~ve, interrogatne, and ~mperatlve forms) The student wrltes grammatically correct slmple, compound and complex sentences, uslng con~unct~ons (e g , slnce, because, ~ f , but, whlle)
Concept (Students will know):
isimple Sentences Correct Word Order I I I I lcomplex and Compound Sentences 1 I
conjunctions I I Skills (Students will do):
p r i t e
Big Ideas:
word order affects writing. I ~ e v e l o ~ m e n t of simple sentences leads to writirlg I
complex and compound sentences.
Essential Questions: What is a simple sentence? What is a correct word order? What are complex and compound ssntence? What are conjunctions? HOW does word order affect j~riting? HO\N does development of simple sentences lead to writing complex and compound sentences? I
Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.1 (Rubric) State Lannuane: The student luses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or
Student Friendly Lannuaqe: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.
Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level
Skills (Students will do): Use knowledge Read fluently
DOK Level: 2
Bin Ideas: Understanding how our voice changes at punctuation marks w~ll help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the p~~nctuation help me understand the text better? Core Materials
(Any selection)
Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers
t
Supplemental Materials:
Fluency Rubric Readers' Theater Scripts www.Iiteracyleader.com
Teachinq Stratenies:
Listening State Indicator ~i .2.1 GR3 I . Speaking State Indicator ~i .2.1
1 1 Level 2 1 A 2. 1. 2
The student recognizes the differences of intonation with questions, exclamations, commands, and statements.
Level 2 The student responds to needs by asking questions appropriate to ihe situation.
Concept (Students will know):
Questions Needs
Concept (Students will know):
Intonation Question Exclamation
Command Statement
1 Skills (Students will do): DOK Level I Skills (Students will do): DOK Level I I ~ Recognize
Big Ideas:
~ues t ions are necessary to communicate basic needs
Big Ideas:
Recognizing the difference of intonation improves I listening comprehension I appropriate to situation.
Essential Questions:
What is intonation? What is a question? What is an exclamation? What is a command? What is a
Essential Questions:
What is a basic need? How do you form a question?
I Istatement? How does recognizing the difference of I I w h y is it necessary for students to communicate basic I I intonation improve listening com~rehension? needs throuqh questions?
Reading State lndicator RI 2 .1 Writing State lndicator RI .2.1
Level - .
A 4. 5. 1 Level
The student uses correct endirlg punctuation and commas (e.g., lists, dates, and cities to states).
Concept (Students will know): Concept (Students will know):
Punctuation Commas
Skills (Students will do): DOK Level I Skills (Students will do): DOK Level ' 1
Big Ideas:
Using mechanics supports writing.
I Big Ideas:
] Essential Questions: 1
I
Essential Questions:
l ~ h a t is punctuation? \What are commas? 1 H O W does using mechanics support writing?
Reading Third Grade: Mastery Check 1,4,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Lanquaqe: The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary
Student Friendly Languaqe: I can expand my sight word vocabulary. Skills (Students will do]:
Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension. Essential Questions: What are the sight words for my grade? How will knowing sight words help my fluency and comprehension?
DOK Level:
Core Materials ,
I (Any selection)
Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers
expand 1
Supplemental Materials:
SSR Dolch List www.theschoolbell.com
Teachiqq Strategies:
~istening State Indicator R.I 3.1 GR3 1 I
Speaking State Indicator ~ . 1 . 3 . 1
I Level
I Concept (Students will know): I
Concept (Students will know): s Skills (Students will do): DOK Level
--
I Skills (Students will do): DOK Level I
Big Ideas:
I Big Ideas:
I I Essential Questions:
I 1 Essential Questions: I
Reading State lndicator R.1 .3.1 State lndicator R.I 3.1
A 4. 4. 9
Concept (Students will know):
Intermediate Sight Words
Level 2 A 3.2.2
Concept (Students will know):
Prefixes Suffixes
The student uses prefixes andsuffixes correctly.
Level 2
Skills (Students will do): DOK Level
The stu-dent identifies intermediate sight Words. -- 1
I Skills (Students will do): DOK ~ e v e l I
I Big Ideas: I Big Ideas:
Using prefixes and suffixes aid in writing. Identifying intermediate sight words improves fluency and comprehension.
Essential Questions:
What is a prefix? What is a suffix? How does using prefixes and suffixes aid in writing?
I Essential Questions: I What are intermediate sight words? How does recognizing intermediate sight words heip improve fluency and comprehension?
Reading, Grade:3 Mastery Check 8 Benchmark#: R.3.1.4.1 State Language:
The student recognizes the differences between narrative, expository, technical, & persuasive texts.
Student Friendlv Language:
I can recognize the difference between text types (narrative, expository, technical, and persuasive).
Concept (Students will know): narrative expository technical persuasive text
Skills (Students w~ll do): Recognize differences between
DOK Level: 1
Big Ideas: Understanding different text types will aid in comprehension. Knowing the purpose of text encourages you to adjust reading rate and pace.
Essential Questions: What is the difference between narrative, expository, technical and persuasive text? Why is it important to know the difference between narrative, expository, technical and persuasive text?
Core Materials
(Any selections)
Available Houghton Mifflin Resources: Focus on Genre Sections
Teachinq Strategies
Supplemental Materials:
Reading, Grade:3 Mastery Check 8 Benchmark#: R 3.1.4.12 State Larrguage:
The student explains the author's purpose (e.g., to persuade, to entertain, to inform)
Student Friendlv Lannuage:
I can explain why the author wrote the text: to entertain, to persuade, or to inform.
Concept (Students w~ll know): author's purpose
Skills (Students will do): explain
DOK Level: 2
Big Ideas: Understanding why the author wrote the text helps us comprehend the message.
Essential Questions: What is the author's purpose? Why is it important t o know the author's purpose?
Core Materials
(Any selection) Houghton Mifflin Leveled Readers IVlacMillan McGraw-Hill Leveled Readers
Teachina Strategies
Supplemental Materials:
Reading, Grade:3 Mastery Check 8 Benchmark#: R.3.1.4.14 State Languane:
The student distinguishes between fact & opinion in various texts.
Student Friendlv Language:
I can tell the difference between a fact and an opinion.
Concept (Students will know): Fact Opinion Various Texts
Skills (Students will do): Distinguishes
DOK Level: 2
Big Ideas: Distinguishing between fact and opinion helps us evaluate the validity of written and oral information. Knowing the differences between facts and opinions helps us make intelligent judgments Understanding opinions helps us acknowledge and accept other viewpoints.
Essential Questions: What is the difference between fact & opinion? Why is it important to know the difference between fact & opinion?
Core Materials
Available Houghton Mifflin Lessons: Night of the Pufflings TM 39A Theme 4 Connections TM 119D Biography TM 147H Theme 4 Resources TM R8-9
Teaching Strategies
Supplemental Materials:
Reading Third Grade: Mastery Check 8 Benchmark #: 3.1.4.6 State Language: The student identifies text structure (sequence, problem- solution) Concept (Students will know): Text structure Problemlsolution sequence
Student Friendlv Language: I can identify sequence and problem-solution text structures, Skills (Students will do): identify
Big Ideas: Knowing the way a text is organized can aid comprehension. Essential Questions: What is problemlsol~~tion structure? What is sequence structure? What are some key words associated with problemlsolution structure? What are some key words associated with sequence structure?
DOK Level: 2
Core Materials
(Any expository selections with sequence or problem- solution structure)
Available Houghton Mifflin Resources: Biography Theme Cliff Hanqer Social Studies Link TM 46 Nights of the Pufflings Theme 6 Helen Keller TM 402 Houghton Mifflin Leveled Readers MacMillan McGraw-Hill Leveled Readers
Supplemental Materials:
www.Iiteracvleader.com
Teachinq Strateqies:
Listening State Indicator R . 1.4.6 G R 3 1 Speaking State lndicator R . 1.4.6
Level
rn Concept (Students will know):
s Skills (Students will do):
DOK Level
0 - Big Ideas:
1 Essential Questions:
Reading State Indicator IR.1.4.6
A 2. 1. 5
Level
r r
Level
1 I
Concept (Students will know):
The student retells stories with a beginning, middle, and end.
Concept (Students will know):
Beginning IVliddle End Stories
Skills (Students will do): DOK Level
Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
Skills (Students will do): DOK Level I
Big Ideas:
l~ Essential Questions:
I
~ e x t Structure
Writing State Indicator R.I .4.6 -
Skills (Students will do):
A 4. 2.4
DOK Level I
Level 21
Big Ideas:
The student writes using a variety of text structures (e. g., compare/contrast, descriptive, cause-effect, and problem solution).
Concept (Students will know):
Recognizing text structure, voice, purpose and audience supports writing.
Essential Questions:
What is text structure? What is voice? What is purpose? What is audience? How does recognizing text structure, voice, purpose
s u ~ ~ o r t writinq?