RE03 Curriculum Map

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1 August
2 September
3 October
4 November
5 December
6 January
7 February
8 March
9 April
10 May

August

Content and Essential Skills

Skills

Assessment

Resources

Optional

September

Content and Essential Skills

August 26-October 3 Roxaboxen:

Setting

Drawing Conclusions

Little Painter of Sabana Grande:

Predictiong Outcomes

Characterization

Big Orange Splot:

Compare and Contrast

Sequencing

June 29, 1999

Context Clues

Dictionary

Unit Culminating Activity

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

Third grade students will:

Be fluent readers with a full range of reading strategies to apply to reading a wide variety of increasingly difficult narrative and expository text at the third grade level.

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.4 compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Theme 1: Creative Imagintions Vocabulary and Comprehension sheets for every story journal response for every story including predictions and connections after reading Roxaboxen: Story setting, drawing conclusions, kinds of sentences.

The Little Painter of Sabana Grande: Predicting outcomes, the letter e, characterization, subjects and predicates.

The Big Orange Splot: Compare and contrast, sequence, the letter o, multiple meaning words, nouns, Theme 1: Creative Imaginations: Vocabulary and comprehension for every story.

Roxaboxen: Story setting, drawing conclusions, kinds of sentences.

The Little Painter of Sabana Grande: Predicting outcomes, the letter e, characterization, subjects and predicates.

The Big Orange Splot: Compare and contrast, sequence, the letter o, multiple meaning words and nouns.

Optional

October

Content and Essential Skills

October 6-24 Magic School Bus:

Graphic Organizers

Very Last First Time:

Context Clues

Sequencing

Making Generalizations

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

Third grade students will be fluent readers with a full range of reading strategies to apply to reading a wide variety of increasingly difficult narrative and expository text at the third grade level.

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

June 29, 1999: Context clues, dictionary skills, the letter u, multiple meaning words, synonyms

District Writing Assessment

Theme 2: Wonders of the Sea:

The Magic School Bus on the Ocean Floor: Graphic Organizers, vowel pairs, setting, topic sentences, action verbs, past and present tense

Journal 5 ocean facts

Optional

November

Content and Essential Skills

October 27-November 26 Sunken Treasure:

Main Idea

Details

Unit Culminating Activity

Chicken Sunday:

Predictiong Outcomes

Characterization

Mom Can't See Me:

Main Idea

Details

Compare/Contrast

THIRD GRADE

Standard 1:

Students read and understand a variety of materials.

Skills

Third grade students will, by the end of third grade, be fluent readers with a full range of reading strategies to apply to reading a wide variety of increasingly difficult narrative and expository text at the third grade level.

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Standard 2: Students write and speak for a variety of purposes and audiences.

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Standard 6: Students read and recognize literature as a record of human experience.

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Very Last First Time: Context clues, the letters oo, sequence,generalizations, maintaining tense, main and helping verbs, capitalization

Sunken Treasure: Main idea and details, vowel pairs ou and ow, the verb "be".

Optional

December

Content and Essential Skills

Mac and Marie and The Train Toss Surprise:

Graphic Aids

Maps

Summarizing

Sequencing

Christmas Stories and Traditions:

Creative Writing

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Introduce Theme 3: Our Families Our Communities

Journal connections and reactions to every story, complete comprehension and Vocabulary sheets for every story

Chicken Sunday: Plurals and inflections, predicting outcomes, characterization, author's purpose, synonyms, similes, adjectives

Mom Can't See Me: Changing y to i, compare and contrast, main idea and details, antonyms

Guest reader for Christmas stories

Optional

January

Content and Essential Skills

Standard 1:

Students read and understand a variety of materials.

Standard 2:

Students write and speak for a variety of purposes and audiences.

Standard 6:

Students read and recognize literature as a record of human experience.

Skills

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Continue Theme 3:

Mac and Marie and the Train Toss Surprise: Graphic Aids and maps, doubling and dropping e, summarizing, sequencing, writing a letter

Halmoni and the Picnic: Reference skills, word endings, details, irregular verbs

Martin Luther King activities

Optional

February

Content and Essential Skills

Standard 1:

Students read and understand a variety of materials.

Standard 2:

Students write and speak for a variety of purposes and audiences.

Standard 6:

Students read and recognize literature as a record of human experience.

Skills

Anansi Finds a Fool: Characterization

Ma'ii and Cousing Horned Toad: Characterization

Magical Starfruit Tree:

Plot

References

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Theme 4: Tales From Around the World

The Singing Snake: Story plot, compound words, reference sources, book parts, contractions

Anansi Find a Fool: Characters, syllables, word referents, setting, irregular verbs, adverbs

CSAP Testing

Ma'ii and Cousin Horned Toad: Characterization, fantasy and realism, subject/verb agreement, linking verbs

Optional

March

Content and Essential Skills

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

Just a Dream:

Classifying/Categorizing

Fantasy/Realism

Time for Kids magazines

Oil Spill:

Cause/Effect

Fact/Opinion

Spring Break

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Magical Starfruit Tree: Story plot, references

Theme 5: Taking Care of the Earth

Just a Dream: Classify and categorize, fantasy and realism, homographs, compound words, focus on reasons, subject and object pronouns

Optional

April

Content and Essential Skills

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

The Woman Who Outshone the Sun:

Characters

Fantasy/Realism

Figurative Language

Unit Culminating Activity

Hanna's Cold Winter:

Cause/Effect

Drawing Conclusions

Encyclopedia

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Oil Spill: Cause and effect, fact and opinion, drawing conlusions, prefixes, telephone directory, fact and opinion, to, too, two

The Woman Who Outshone the Sun: Characters, suffixes, fantasy and realism, figurative language, Guest reader to read the story in Spanish

Theme 6: Meeting Challenges

Hanna's Cold Winter: Cause and effect, drawing conclusions, decoding , encyclopedia, organizing spatiallly, complete sentences, its/it's

Uncle Jed's Barbershop: following directions, decoding, character traits, order words, nouns

Week 3: NWEA testing

Week 4: Time for Kids

Optional

May

Content and Essential Skills

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 6: Students read and recognize literature as a record of human experience.

Skills

Uncle Jed's Barbershop:

Following Directions

Characters

Ramona's Book Report:

Classify/Categorizing

Following Directions

Unit Culminating Activity

Chris Van Allsburg Unit

This requires:

1.1 an understanding of the text that shall include, but not necessarily limited to, students being able to do the following:

1.1a adjust reading pace to accommodate purpose, style, and difficulty of material; summarize text passages;

1.1b apply information and make connections from reading.

1.2 an integration of cueing systems that shall include, but not necessarily limited to, students being able to do the following:

1.2a apply word attack skills to read new and unfamiliar words (graphophonics);

1.2b use sentence structure, paragraph structure, text organization, and word order (syntax);

1.2c use and apply background experience and context to construct a variety of meanings over developmentally appropriate complex texts (semantics);

1.2d use strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently (graphophonics, syntax, and semantics).

Third grade students will:

2.1 generate topics through prewriting activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);

2.2 align purpose (for example, to entertain, to inform, to communicate) with audience;

2.3 write a first draft with the necessary components for a specific genre;

2.4 revise draft content (for example, organization, relevant details, clarity);

2.5 edit revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference);

2.6 proofread revised draft;

2.7 present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).

Third grade students will:

6.1 identify the elements of plot, character, and setting in a favorite story;

6.2 identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;

6.3 identify words appealing to the senses or involving direct or indirect comparisons in literature;

6.5 read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.

Assessment

Resources

Ramona's Book Report: Classify and categorize, card catalog, following directions, decoding, summaries, commas

Time for Kids

Book Float Parade

Optional

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RE03 Curriculum Map

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