3rd+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || fairy tales, short stories, folktales, fantasies, mysteries, historical fiction, realistic fiction, poetry, literary nonfiction, autobiographies, biographies, myths and legends || Author's Point of View || Identify author's stance on a given topic || - Teacher models with Think-a-louds

- Read editorials from the newspapers, discuss authors opinion on topic || - Completion of graphic organizers in small group or independently

-Use Venn Diagram or Comparision Matrix to compare author's opinion with class or student opinion

-Read editorials from the newspapers, identify authors opinion on topic || - Review completed graphic organizers

- Observations

- Write a twisted tale rewriting a book from a different character's point of view || //The True Story of the Three Little Pigs// By Jon Scieszka

-Newspapers/ student magazines ||
 * **Determine Author’s Purpose** || All || Author's Purpose || Identify the author's intent; to inform, to entertain, to express an opinion, persuade or teach a lesson || - Read mentor texts to demonstrate texts that inform, entertain, express an opinion, persuade and teach a lesson

-Utilize Think-a-loud strategy || - Variety of short text, have students determine author's purpose

- Sort by purpose || -Hold Fingers
 * persuade 1
 * inform 2
 * entertain 3


 * PIE - T (Persuade, Inform, Entertain, Teach a lesson) || -Any text ||
 * **Follow a Sequence of Instructions** || Non-fiction || Sequence of Instructions || Read to understand written directions || - Use graphic organizers (model)

- Review sequencing words

- Brainstorm when it is important to follow sequence

- Model w/ writing down directions (PBJ sandwiches) || -Complete sequencing graphic organizers [|graphic organizers]

-Work with a partner to read each others directions for a simple recipe || - Review graphic organizers

- Observations

-Students make a recipe or creating oragami creature || -Recipe

-Oragami Directions

-//Batholomew and the Oobleck// by Dr. Suess [|Oobleck Recipe]

-[|Sequencing Link] ||
 * **Identify Features of Electronic Text** || All || Feature of Electronic Text || Recognize various aspects of electronic text || - Select any website allow students to read text and discuss features

- Students type in word or provided text, have students change font and add effects. || - Give students a website to visit

- Have students describe sections of site with partner || [|electronic text assessment.doc] || [|Website with electronic text]

R[|az Kid]

N[|ational Geograghic] || "I think_ because the text says_, and I already know_ ." || - Complete inferencing graphic organizer
 * **Infer** || All || Meaning not directly written in text || Determine meaning not directly written in text || - Teacher explains purpose and models with pictures and text || - Students complete graphic organizers such as:

[|graphic organizer]

[|rubric] || //-Two Bad Ants// by Chris Van Allsburg

-[|Inference Lessons]

-[|lesson] ||
 * **Interpret Character from Dialogue, Actions, Thoughts** || All fiction, biography and autobiography memoirs, and narrative poetry || Character || State character's personality and motivations by using character description, dialogue, actions, thoughts and opinions || - Think-a-louds

-Use mentor texts to examine character traits through the characters words, actions and thoughts || - Have them discuss character traits in a group || - Students read short story and track character trait with evidence from text

-Complete a graphic organizer for Character Traits/Evidence of Trait || //Chicken Soup for the Kid's Soul// by Canfield, Hansen, Hansen and Dunlap ||
 * **Interpret Data, Charts, Graphs** || non-fiction || Data, Charts, Graphs || Interpret information collected from data, charts, and graphs || - Teacher will model and explain how to interpret data on charts and graphs || - Students use graphs and charts to interprt data

- Students will collect data, create a graph or chat, and explain their findings to others || -Complete graph or chart

-Look at various graphs and charts and answer questions || -[|Link]

-[|Lesson plan]

-[|Link] ||
 * **Interpret Graphic Organizers** || All || Graphic Organizers || Explain how a graphic organizer is arranged and its information || -Teachers can model different types of graphic organizers and how you interpret info on them

- Provide guided practice to complete partially filled in graphic organizers (ELA practice) || - Teacher provides large blank graphic organizers and prewrites info to complete it

- Students attach info to graphic organizers and discuss for guided practice

- Create a giant graphic organizer on the floor and have students move in the graphic organizer to the appropriate spot( i.e use student attributes like color of cloths, or have students hold info on a card) || -Read text and idependently complete a graphic organizer.

See question 1, 8, 14 on (07 ELA) 2007 Grade 3 ELA Book 1.pdf

See question 13, 21 (08 ELA) 2008 Grade 3 ELA Book 1.pdf || -[|Free graphic organizers]

-[|more organizers] || ex: Reciprocal Questioning
 * **Interpret Literary Devices** || Fiction || Literary Devices || Interpret overall meaning when the author uses language to produce an effect on the audience especially figures of speech, narrative style, or story elements in reading || - Teacher will model and utilize strategies to interpret literary devices

- Students and teachers will read a pre-determined section of text and questions together.

- Teacher will use think-a-louds while posing questions and answering them. || - Reading response log

- Discussion or conference with partner or teachers

-Literature circles

-Complete DRA || - Informal assessment of log and discussions

Have students create similes, metaphors, etc... ||  ||
 * **Interpret Poetry** || Poetry || Poetry || To interpret the meaning of a poem || -Teacher Think-a-loud || -Guided practice- small group present interpetations to the class.

-Provide a poem that they could act out and have other students interpret

-Gather a selection of poems and have students select a poem that is meaningful for them and write their interpretations

-[|sample lesson] || Rubric for written interpretations [|rubric]

See question 7,10,11 (07 ELA) 2007 Grade 3 ELA Book 1.pdf See questions 11,14 (08 ELA) 2008 Grade 3 ELA Book 1.pdf || -[|Sources of poetry]

-[|Source] || Vocabulary Notebook Pages.doc ||
 * **Interpret Vocabulary** || All || Vocabulary || Determine meaning of unfamiliar words through context, syntax, and structure || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://wnydca-k4.wikispaces.com/file/view/Activities%20with%20vocabulary.doc"]] Activities with vocabulary.doc || -Students will create vocabulary notebook || -Collect and evaluate notebooks || -Template for notebooks:
 * **Locate Stated Information** || All || Stated Information || Determine the location of specific detail directly written in text || - Teacher modeling

- Teacher Think-a-louds

-QAR (Question Answer Relationship) || - Have students take out five different colored pencils. Give them copies of a text and 5 explicit questions about the text. Each question is color coded and they have to underline information into the correct color.

- Small groups give a text and have students generate "right there" questions and give it to other students to find. || -Collect underlined text and evaluate ||  ||
 * **Recall Fact and Detail** || All || Fact and Detail || Identify information and events from memory and/or text || - Teacher will model how to recall facts and details from printed text

- Utilize SQ3R Method: Teach studnets to survey, question, read, recite, and reviw printed text

- The teacher will use Think-a-louds to model how to find the who, what, where, when, why and how of oral and printed text

- Utilize DRTA- directed reading thinking activities

- Utilize QAR (Question Answer Relationship) || - Students will read either a fiction or nonfiction text to locate facts and details

- Students work with a partner on a text and generate questions and answers and write them on different colors of paper. || - Complete SQ3R or 5 W and H Chart

- Completed DRTA and QAR activites

-Use other web site || -[|How to use QAR] -[|QAR posters] ||
 * **Recognize Cause and Effect** || All || Cause and Effect || Identify why an event, action, or decision causes another event, action or decision || - Model various cause and effect scenerios, objects etc.

- Teach key words " if, then, because" || - Students generate everyday examples with partner or small group

- Link to literature, science, SS, etc. || - Students complete graphic organizers for cause and effect for a text

- Partners are assigned a role as cause or effect, partners give causes and effects

- List causes and effects on sentence strips and have students complete large graphic organizers with strips || [|Lesson plans] ||
 * ** Recognize Different Levels of Meaning in Text ** || All || Different Levels of Meaning || Identify and explain the deeper meaning of text || -Teacher modeling

-Think-a-louds || -Students write both meanings of an idiom and illustrate || -[|OnLine Quiz:]

[|Personification in Poetry Rubric] || - //Even More Parts// by Todd Arnold to model book idioms

-[|Metaphor Worksheet]

-Resources for Introducing Figurative Language: [|Poetic Elements]

[|Personification]

-Personification Lesson: Personification ||
 * **Set a Purpose for Reading** || All || Purpose for Reading || Determine why they are reading a text || - Teacher modeling

- Think-a-louds

- Asking questions "why do I need or want to read this text?"

- Show students books from different genres and have them discuss purpose for reading || - Small groups- bin of books, have students write on sticky notes what the purpose could be. Then present to the class. || Informal assessment: - have students complete a sentence beginning with " I want to read this book...." ||  ||
 * **Understand Text as a Whole** || All || Text as a Whole || Explain text by considering its features || -Teacher will model the strategy of self-questioning before, during, and after reading || -Students will follow a set of steps to generate, think about, predict, investigate, and answer questions about the text

-Literature Circles || -Students answer questions based on the whole text

-Observe literature circle discussions and evaluate role sheets || Teacher Resource: [|Reading Comprehension Strategies] ||
 * **Understand Text Structures** || All || Text Structures || Determine genre and recognize how organization of text effects they ways in which readers make meaning of text || -Teacher models non-fiction text structures - find example of each type (ie. cause & effect, explanation, problem & solution. etc) and highlight each

-Highlight key words for each text structure || -Have students go on a nonfiction text structure hunt. Provide a bin of books of various genres and have students identify the structures in each book. || -Matching Activity

- Provide short nonfiction passages and have students match them up appropriate text structure || -Teacher Resource: [|Key Words] ||
 * **Construct a Thesis and Support with Fact** || N/A || Thesis || Make a statement and support it with facts and details || -Define thesis (see glossary above) and explain it's purpose

-Discuss various audiences that someone would write a thesis for

-Model how to fill in the graphic organizer || -Have students practice completing the graphic organizer.

-Students select a thesis (or point they want to support). Write the thesis statement on construction paper. Students select 3 facts to support their statements and write the facts on envelopes. Fill the envelopes with stories or examples to support their statements. || -Evaluate the student's ability to develop a thesis and support it with three facts. || Teacher Resources: [|Sponge Bob lesson] or use with any TV show

[|Great Kapok Tree] have students write a letter persuading the man to not cut down the tree

[|Graphic Organizer] ||
 * **Construct Fluent Sentences** || N/A || Sentence Fluency || Compose sentences that have rhythm and flow as well as varied length and structure || - Teacher modeling ex: good sentence fluency.

- Write a short story of paragraph where every sentence begins the same way. Help students alter sentence beginnings || -Give students a sentence (ie. Dogs wag their tails.). Have students rewrite the sentence in different ways without altering the meaning. Share with the class.

-Have students take a piece of their writing and count words in each sentence. If they are all the same, have them attempt to vary the length of the sentences.

-Peer editing using a rubric || -Use a rubric for students to self evaluate and turn into teacher for evaluation. || [|Teacher resources]

[|teacher resources 1] || [|Peer Editing Lesson] use sun visors that say "Editor's Hat" || provide good examples of written text with different points of view in writing (ie. versions of 3 Little Pigs) || -Give students a topic and have them write in different points of view (ie. Thanksgiving turkey or person eating the turkey) with a partner
 * **Critique** || N/A || Text || Evaluate in a detailed manner || -Teach the writing process (brainstorming, writing, revising, editing, publishing) || -Peer edit or critique other students' written work to revise and proofread || -Review student writing pieces with a rubric || Teacher Resources:
 * **Establish Consistent Point of View in Writing** || N/A || Consistent Point of View in Writing || Write with one viewpoint (1st, 2nd, 3rd person) || -Teacher Modeling:

-Have students write a personal narratives in 1st & 2nd person

-Have students write expository pieces in 3rd person || -Make sure when evaluating student writing you monitor for a consistent point of view || Teacher Resources: [|Lesson Plan]

//How To Make and Apple Pie and see the World// by Marjorie Priceman (book written in 2nd person) ||
 * **Generate Ideas/Brainstorm** || N/A || Ideas || Produce as many ideas as possible related to the topic || -Utilize KWL chart

-Utilize the language experience approach or visual imagery

-Teach the writing process (brainstorming, writing, revising, editing, publishing)

-Expand students' prior knowledge:
 * read to students often from various texts
 * take virtual or live field trips
 * show non-fiction videos
 * use web source
 * encourage children to share their knowledge on a topic
 * ask parents to speak in class || -Students read a variety of texts

-Complete KWL chart (K&W column)

-Brainstorm as part of the writing process || -Completed KWL chart

-Story organizer || [|Prior Knowledge]

[|KWL Chart] ||
 * **Make Effective Word Choices** || N/A || Word Choice || Use words in writing to create a feeling or vivid picture in the reader's mind || -Teacher modeling - read stories with great examples of word choice

-Write short story with poor word choice and have students help you change the words || -Have students use a thesaurus

-Make a list of "tired" words - give students the tired word and have them brainstorm more exciting words in groups; hang charts in classroom

-Mad Libs - give students a passage with missing verbs and adjectives; have students complete passage

-Peer Conferencing: Revising || -Word Choice Rubric

-2 Writing Samples (draft and final) to compare changes in word choice || -Teacher Resources: [|Word Choice Site] [|Scoring Rubrics] [|OnLine Activity - Wordle] [|Lessons] ||
 * **Note-taking** || All || Key pieces of information || Select and record || The ideas and activities found on the word document below were extracted from Heidi Hayes Jacobs' book, //Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening// || See the word document for the students' role in note-taking activities. || Complete activities || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://wnydca-k4.wikispaces.com/file/view/Note%20Taking%20Strategies.doc"]] Note Taking Strategies.doc

Link for more Note-Taking Ideas: [|Note-Taking Ideas] ||
 * **Organize Writing** || N/A || Organization || Write a piece which is understandable as a whole || -Write a piece with the class

-Work together to reorganize the piece and discuss why items should be moved & how it changes the piece

-Give students examples of good organizational text || -Write various leads and conclusions for one piece

-Use graphic organizers to help students organize writing || -Have students explain the organization of their writing and why they set up their pieces that way

-Use a rubric to evaluate pieces on organization || Teacher Resources: [|PowerPoint & Book Titles] [|Website with Ideas and Lessons] || -Ask students to recall details from a song. || Old Time Radio Show -Students create, then record an old time radio show. Other students answer listening comprehension questions about it.
 * **Recall Fact and Detail From Oral Text** || All || Fact and Detail from Oral Text || Identify information and events from oral text || Play a Song

-Listen to a story followed by a sequencing activity

What Am I? -Teacher reads facts, details and other information that allow the reader to figure out what it is. || Act out the details to a story listened to.

Questions from Asian Folktale lesson || [|Ordering from a Menu Lesson]

[|Asian Folktale Listening Lesson] -stories included on site

Ordering a Meal Lesson [|Online Quiz] with Audio Listening Piece (or create your own)

[|Placemat Graphic Organizer] -Used while watching a video, students summarize ||
 * **Recognize Different Levels of Meaning in Oral Text** || All || Different Levels of Meanign in Oral Text || Identify and explain the deeper meaning of oral text || -Teacher models various written responses to a text read aloud

-Teach similes, metaphors, idioms, etc.

-Review inferring

-Teach genre of fables || -Students read with a partner and practice discussing meanings within text

-Students read poem with a partner and write a summary of the poem

-Students write riddles and similes for class to guess what is being written about

-Have students determine the lesson from a fable

-Have students analyze a character from text read aloud || -evaluate student written responses to text read aloud

-use anecdotal records ||  || Utilize TQLR Strategy T= Tune in Q= Question L= Listen R= Review || -Students will write to express their understanding of the oral passage.
 * **Set Purpose for Listening** || All || Purpose for Listening || Determine why they are listening to a text || -The teacher will establish a purpose for listening:
 * Inform learners what they're oral passage is about
 * Provide title and/or brief summary
 * Give purpose for listening exercise
 * Cover key language items needed for comprehension
 * Indicate whether they will hear a monologue, a dialogue, or discussion,etc.
 * Say who is talking, giving names where appropriate

-Students have to be physically prepared for listening

-Students need to be attentive || -Assess written response to oral passage || -Link to TQLR Strategy: [|TQLR]

-Listening Activities Link: [|Listen] || Sentence structure, Grammar use, Paragraphing, Punctuation, Capitalization || Utilize conventional spelling, grammar, usage, paragraphing, punctuation and capitalization || -Model how to properly edit a paragraph using the directions for the NYS editing paragraph
 * **Use Conventions of English Language** || N/A || Spelling,

-Read-a-loud //Punctuation Takes a Vacation//

-Review rules for capitalization of proper nouns || -Edit a sentence daily

-Peer editing

-Have students write different types of punctuation with sentences and read them aloud with various types to discuss affects

-Provide text without punctuation or proper capital letters and have students edit || -Students edit paragraph independently

-Assess student writing and focus on conventions || __-Teacher Resources:__ [|PowerPoint & Book Titles]

-Read-a-loud //Punctuation Takes a Vacation// ||
 * **Using Effective Writer’s Voice** || N/A || Voice || Write with description, character and style unique to writer's personality || -Read //Sleeping Ugly// by Diane Staley Coward McCann or another piece with strong voice || -Categorize story text as having voice or not || -Personal Sheet for Voice

[|Peer Response Sheet] || -Teacher Resources: gr 3 effective word choice.doc -[|Lesson Plan]

Use RAFT to write Gr3_writevoice_RAFT.doc

-//Sleeping Ugly// by Diane Staley Coward McCann ||
 * **Use Graphic Organizers** || N/A || Graphic Organizers || Categorize ideas from brainstorming or found in text || -Fill in graphic organizer as a class

-Teach different types of graphic organizers that support different types of writing genres || -Complete graphic organizer working with a partner or small group to prepare for writing || -Assess a student's ability to chose a graphic organizer that supports the writing genre

-Assess how complete a student fills in ideas on a graphic organizer || Teacher Resources: [|Graphic Organizers] ||
 * **Use Sophisticated Vocabulary** || N/A || Vocabulary || Utilize descriptive language that engages the reader || -Give small groups a word. Have them think of as many synonyms as possible in 2 min. Use a thesaurus for more.

-Create writer's word wall with great word choices.

-Menu Lesson - show various menus with poor and wonderful word choice

-Review Showing Not Telling || -MadLibs

-Wacky web tales - [|link]

-Adjective Game - [|link] -Give a telling sentence and have students change it so it becomes a showing sentence

-Use 5 sentences to describe an item

-Menu Lesson-students write a description for a menu item || -America the Beautiful - students create a postcard with online generator [|link]

-students' descriptions for menu items || Teacher Resources: [|Lesson] ||
 * **Compare and Contrast** || All || *Character
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Text Structure || Identify how things are alike and different || -Teacher modeling

-Teach key words - alike, same, different, etc. -Teach venn diagram || -Create a giant venn diagram with tape on floor; have students stand in circles according to certain criterion - food likes, clothing, etc.

-Compare and contrast different versions of fairy tales || - Have students complete a Venn diagram independently || Teacher Resources: [|Explanation] [|Lesson Plan] Comparison Matrix.doc ||
 * **Determine Importance** || All || Important/ Unimportant Facts, Main Idea || State the difference between important and unimportant information related to main idea || -Teacher models and discusses the main idea of the story. Ask them what they thought the most important part was and talk about why.

-Discuss the difference between important and unimportant information, what is the main idea(s) of the text, looking at the difference between fiction and nonfiction can help determine what is important. The purpose for any reading task may change what is considered important.

-Setting the purpose before beginning to read helps the reader separate important from unimportant information. || -Students can their knowledge to determine what information is important while they are reading. This comprehension strategy will help further understanding, answer questions, find information, notice and remember soemthing new. || -Students will begin to realize the significance of finding important information in the text they are reading

-Complete graphic organizer. || Book List for Determining Importance.doc

My Thoughts on Determining Importance.doc ||
 * **Determine Theme** || All || Theme || Identify meaningful message || -Model reading a text and thinking aloud to determine a theme

-Model with fables

-Also teach with inferring strategies

-Think-a-loud to analyze illustrations, characters actions and thoughts, and how the story turns out || Small Groups -practice finding important information in a text and then reflect on the "big idea" or theme

-When reading fables, have students think about what the author is trying to teach its readers || -Give students a graphic organizer that allows them to write down important information and then a theme

-Students could draw a picture of a theme || Teacher Resources: -[|Lesson] [|Lesson] ||
 * **Distinguish between Fact and Opinion** || All || Fact, Opinion || Determine whether information can be proven or is based on feeling/belief || -Model two teachers interviewing each other. Students find 3 facts and 3 opinions || -Fact & Opinion cards to hold up as teacher reads sentences

-Students interview one another and identify 3 facts & 3 opinions || -From Stolen Bike Lesson - students write their witness accounts listing facts and opinions || -Lesson: Stolen Bike[|Scenerio] ||
 * ** Paraphrase ** || All || Text || Restate the text or passage in shortened form || -Teacher models how to restate text she has read aloud in her own words

-Give students examples of teacher paraphrased

-Review synonyms

-Discuss plagiarism

-Model reading informational text and writing a re-phrased version || -Give students sentences or paragraphs and have them work with a partner to rewrite the sentences in their own words

-Give student partners paired sentences - some good examples of paraphrasing and some poor examples; have students decide whether or not it is a good or poor example

-Have students work with a partner to read informational text and paraphrase || -Have students rephrase sentences

-Show students good and poor examples pf parahrasing and have them hold up fingers or cards when they know the answer ||  ||
 * **Sequence** || All || Sequence || Present written information in order || -Teachers can utilize the balanced literacy approach by having read alouds, shared reading, guided reading, and/or independent reading to teach sequencing. After reading a selected book the teacher can lead a discussion with think alouds about the time order of events. || -After reading a selected book, students will place events of the story in time order on a graphic organizer, sentence strips, and/or manipulatives, etc. || -Students' ability to recall the events of a story in time order.

-Sequence monster lesson - Students write a story about the monster's visit. See evaluation on website || Teacher Reaources: [|Sequencing Activity] [|Lesson] [|Monster Lesson]

-Film Strip Graphic Organizer: filmstrip graphic organizer.doc ||
 * **Summarize** || All || Summarize || State information in a brief manner || -Teacher Modeling - Use a paragraph or short article. Highlight important information and model paraphrasing it. Emphasize sequence of sentences.

-Model the summary of a TV show or event that happened in the classroom || -Have students work with a partner or small group on a short story and write a summary.

-Give students a rubric to evaluate their own summaries. Peer edit summaries

-Have students summarize what they did over the weekend.

-Have students use a graphic organizer to help them find the important information.

-Have students read stories with a partner and practice retelling events in order orally. || -Use a rubric to evaluate student summaries || Teacher Resource: [|Amelia Bedelia] [|Lesson Plan] [|Story Wheels - plan] || [|Graphic Organizer] ||
 * **Use Supporting Details** || All || Supporting Details, Main Idea || Select facts and infomation that support the main idea || -Teacher will orally read a news story to the class using the Think- a-loud method to discuss the main idea and supporting details with the class || -Students will be divided into small groups and each given a newspaper. Each group will choose one story/news article to study. Students will complete a graphic organizer to identify the main idea and 3 supporting details. || -Students complete graphic organizer || Teacher Resources: