Waterford Public Schools
Language
Arts Curriculum
Grade
3
IMPLEMENTATION
|
d.
Read
aloud e.
Teacher
modeling and mini-lessons f.
Whole
class and small group reading instruction g.
Flexible
guided reading groups that meet the reading needs of all of the students h.
Literacy
discussion groups i.
Independent
reading and writing j.
Phonics
instruction, spelling, word study, grammar, writing mechanics and
handwriting. k.
Writer’s
workshop which includes planning, writing a first draft, revision,
conferencing, editing and publishing |
A minimum of four (4) book length titles
should be used for instruction selecting at least three (3) different genres.
Teachers will choose between 3-5 Pegasus books titles. Teachers may select from the following book
list:
GENRE
|
BOOK
TITLE
|
|
Fantasy |
Catwings James and the Giant
Peach |
|
Folk Tales |
A Story A Story Why Mosquitoes Buzz
in People’s Ears |
|
Non- Fiction |
Trash Spiders |
|
Historical
fiction |
|
|
Multicultural |
The Stories that
Julian Tells Santiago’s Silver
Mine |
|
Biography |
Helen Keller |
|
Realistic
Fiction |
The Flunking of
Joshua T. Bates Ramona Quimby, Age 8 |
Teachers will choose books that represent
a mix of
a)
Multi-cultural
themes, settings, and characters
b)
Classic
vs. contemporary writing
Additionally, teachers will supplement
reading instruction through guided reading with shorter works such as:
a)Poetry
b)
Short
stories
c)Newspaper articles
d)
Magazine
articles
e)On-line resources
f)
Nonfiction
g)Fiction
Teachers will teach the following writing
process:
a)
Prewriting
b)
Drafting
c)
Revising
d)
Editing
e)
Publishing
Teacher will teach a variety of writing forms
which could include:
a)
Narrative*
b)
Reports
c)
Letters
d)
Descriptive
e)
Memoir
f)
Poetry
g)
Journal
Response
h)
Refection
i)
Literary
Response
*Required
for this grade level
Teachers are responsible for implementing
the grammar and spelling curriculum, regardless of what materials are used.
Teachers will provide many opportunities
for students to share their writing to enhance speaking and listening skills.
Teachers will encourage students to
publish their pieces using a computer writing program and insert photographs,
pictures, and/or charts into their writing.
Students will write to a narrative
writing prompt and be scored formally at least three times a year.
STRAND 1
READING
Estimated
|
Throughout the
School Year |
ENDURING UNDERSTANDINGS
The student will understand
that:
|
1. |
Spoken
and written words can be responded to in an individual, literal, critical,
and evaluative way. |
|
2. |
Spoken
and written words convey meaning. |
SAMPLE ASSESSMENTS
|
You
have been hired by Biography Weekly to write a book review for their
publication next week. You need to
write a review that includes the qualities of the main character, your
opinion of the book, and a summery. A
successful result will be at least 5 paragraphs long and in which you support
all of your opinions from the text. |
ESSENTIAL QUESTIONS
|
1. |
What
is the main idea (nonfiction) or theme (fiction) of the piece? |
|
2. |
Can
you identify the important characters, setting, problem, events,
relationships and details within a piece of work? |
|
3. |
What
parts of this selection would you change? Explain why. |
|
4. |
What
kind of predictions can you make (from this picture, paragraph, etc.)? How has your original prediction changed? |
|
5. |
What
adjustments can you make in your reading to help you understand the text? |
|
6. |
In
what ways is this selection different from that of _____? |
|
7. |
What
is the purpose of oral and written language? |
LEARNING OBJECTIVES
The student will be able
to:
|
1. |
Demonstrate
comprehension by: a. Using prior knowledge and experiences
to: 1. activate background knowledge 2. build background knowledge and schema 3. use illustrations and text features to
aid comprehension b. Determines what is important in text 1. recognizes cause and effect 2. identifies main ideas or themes and
supporting details 3. compares and contrasts information using
graphic organizers c. Draws inferences 1. makes and confirms predictions 2. draws conclusions 3. makes generalizations 4. forms and supports opinions 5. creates personal interpretation d. Using various questioning techniques to
confirm understanding e. Synthesizes information 1. connects ideas from several different
sources: text to text, text to self, text to world 2. sequences ideas and story elements 3. summarizes and retells information 4. classifies and categorizes information 5. considers author’s point of view,
purpose and style f.
Uses
sensory information 1. creates or uses images from all senses 2. visualizes information from text,
illustrations, diagrams, etc. g. Monitors comprehension 1. uses fix-up strategies: rereads, reads
on, adjust pace, decoding, word analysis, context clues, word recognition,
and pronunciation 2. self-monitors by asking questions: Does
it make sense: Sound right?/ change your mind as you read |
|
2. |
Phonics
and Structural Analysis: 1. Decode words by using patterns, work
parts, blends, digraphs, dipthongs 2. Identify and read chunks, compound
words, base words, and contractions 3. Effective use superlatives and
comparatives 4. Use strategies for decoding
multisyllabic words 5. Read high frequency words 6. Identify suffixes and prefixes and use
to decode and write words 7. Demonstrates an understanding of
possessives and plural nouns |
|
3.
|
Demonstrate fluency, phrasing and accurate word identification: |