blogs.svvsd.org · Web view3rd Grade. Reading. Standards. ... next) and text structure (narrative, chronology) ... Use a variety of comprehension strategies to interpret text

Curriculum Planning: Third Grade Horizontal Map Year at a Glance

1st trimester (Aug 19 - Nov. 13) 2nd trimester (Nov. 16 - Feb. 25) 3rd trimester (Feb. 29 - May 19)

TrimestersReading - 1st Trimester

August 19th - November 13th

Reading - 2nd Trimester

November 16th - February 25th

Reading - 3rd Trimester

February 29th - May 19th

Reading Units 1, 2, 3 4, 5, beginning of 6 Ending of 6, 7, 8

3rd GradeReading

Standards

3rd GradeReading

1.1.d Select and organize ideas sequentially or around major points of information

1.1.f Speak in complete sentences when appropriate to provide detail or clarification

1.2.a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

1.2.a.i Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

1.2.a.ii Follow agreed-upon rules for discussions (e.g., gaining the floor in respectfulways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1.2.a.iii Ask questions to check understanding of information presented, stay on topic,

1.1.a Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

1.1.b Distinguish different levels of formality.

1.1.g Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details.

1.2.b Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2.1.a.ii Use key ideas and details to: Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting).

2.1.a.iii Use key ideas and details to: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2.1.a.iv Use key ideas and details to: Describe and draw inferences about the elements of plot,

1.1.e Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

1.2.c Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

2.1.b.iii Use craft and structure to: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

2.1.c.iii Use integration of knowledge and ideas to: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

2.1.e Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation.

2.2.d.i Use range of complexity of text to: By the end of the year, read and comprehend informational texts, including history/social studies, science, andtechnical texts, at the high end of the grades 2-3 text

StandardsContinued

3rd GradeReading

StandardsContinued

1.2.a.iv Explain their own ideas and understanding in light of the discussion.

1.2.a.v Use eye contact, volume, and tone appropriate to audience and purpose.

1.2.a.vi Use different types of complete sentences to share information, give directions,or request information.

2.2.a.ii Use key ideas and details to: Determine the main idea of a text; recount the understanding of a text, referring explicitly to the text as the basis for the answers.

2.1.b.i Use craft and structure to: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

2.1.b.ii Use craft and structure to: Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events.

2.1.c.i Use integration of knowledge and ideas to: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of character or setting.

2.2.a.i Use key ideas and details to: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2.2.a.ii Use key ideas and details to: Determine the main idea of a text; recount the key details

character, and setting in literary pieces, poems, and plays.

2.1.a.v Use key ideas and details to: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to thesequence of events.

2.1.b.iv Use craft and structure to: Distinguish their own point of view from that of the narrator or those of the characters.

2.1.c.ii Use integration of knowledge and ideas to: Summarize central ideas and important details from literary text.

2.2.a.iii Use key ideas and details to: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

2.2.b.i Use craft and structure to: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

2.2.b.iii Use craft and structure to: Distinguish their own point of view from that of the author of a text.

2.2.b.iv Use craft and structure to: Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships.

2.2.c.ii Use integration of knowledge and ideas to: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

2.2.c.iii Use integration of knowledge and ideas to: Compare and contrast the most important points and key details presented in two texts on the same topic.

complexity band independently and proficiently.

2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.

2.3.a.ii Decode words with common Latin suffixes.

2.3.a.iv Read grade-appropriate irregularly spelled words.

2.3.c Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a rangeof strategies.

2.3.c.ii Determine the meaning of the new word formed when a new affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,care/careless, heat/preheat).

2.3.c.iv Use a known root word as a clue to the meaning of an unknown words with the same root (e.g., company, companion).

2.3.c.v Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

2.3.e Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went lookingfor them).

4.1.d Develop supporting visual information (charts, maps, illustrations, models).

4.2.a Recognize that different sources may have different points of view.

and explain how they support the main idea.

2.2.b.ii Use craft and structure to: Use text features and search tools (e.g., key words,sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

2.2.c.i Use integration of knowledge and ideas to: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

2.2.d.ii Adjust reading rate according to type of text and purpose for reading.

2.3.b Read with sufficient accuracy and fluency to support comprehension.

2.3.b.iii Use context to confirm or self-correct word recognition and understanding,

2.3.d Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

2.3.d.i Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

2.3.d.ii Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).4.2.e Assess inference for accuracy and fairness.

2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.

2.3.a.iii Decode multisyllable words.

2.3.b Read with sufficient accuracy and fluency to support comprehension.

2.3.b.i Read grade-level text with purpose and understanding.

2.3.c Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

2.3.c.i Use sentence-level context as a clue to the meaning of a word or phrase.

2.3.c.v Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

2.3.d Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

2.3.d.iii Distinguish shades of meaning among related words that describe states of mind of degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

4.1.c Interpret and communicate the information learned by developing a brief summary with supporting details.

4.2.d Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations.

4.2.b Assess points of view using fairness, relevance, and breadth.

3rd GradeReading

Academic Vocabulary

Making connections, asking questions, vowels, consonants, blends, word families,monitor understanding, synthesize, expository, poem, biography, photo essay, adventure, diphthongs, create images, historical fiction, article, realistic fiction, interview, silent consonants, main idea

Fix-Up strategies, determine importance, synonyms, antonyms, multiple-meaning words, personal narrative, adventure, fantasy, homonyms, observation log, folktale, diary, songs, nouns, pronouns, asking questions, author’s purpose, procedural, fairytale, questions & answer, infer, conclusions, encyclopedia,

Prefixes, classify & categorize, science fiction, strategic reading, create images, revise & review, classify/categorize information, interview, fable, procedural, adverbs, suffixes, contractions, genre, literary elements, decoding, word analysis, create images, purpose for reading, journals, songs,

3rd GradeReadingContent

Vocabulary

Develop, celebrate, protect, decision, comfort, arrive, establish, appeal, household, lifestyle, landform, breathe, anxiously, location, architecture, distinguish, popular, coast, voyage, creek, diversity, languages, territory, neighboring, settlement, expand, shift, timeline, appreciate, factory, frontier, transit, elegant, technology, construction, agriculture, explore, fuel, adventure, aviation

Anticipate, realize, favorite, surface, volcano, demolish, repair, alert, earthquake, landslide, warning, curiosity, flight, caution, concern, accurate, evaluate, aid, forecast, advantage, abundant, halt, scrap, production, distribution, import, industry, scarcity, goods, site, strategy, decorate, income, payment, errand, fee, invest, personal, borrow, budget, crater, speck, perceive, planet, telescope, expert, appear, asteroid, image, satellite, challenge

pressure, immense, occupation, astronaut, avoid, launch, process, atmosphere, astronomy, debate, granting, officials, representation, legal, justice, govern, candidate, politics, authority, encourage, protest, speech, civic, crowd, announce, opportunity, approximate, approve, deadline, cultivate, mystery, preserve, privilege, irrigation, renewable, diminish, damage, achieve, adequate, dispose, reusable, enormous, recycle, future, bin, litter, assortment, pollution, conservation

ReadingAssessments

Available

i-Ready AssessmentGalileo Reading AssessmentRunning RecordsAIMSweb Oral Reading AssessmentAiMSweb Comprehension Assessment



Reading Resources Available

*Rigby Literacy by Design - Themes 1,2,3,4,5, and 6*Lexia Core 5 Reading*Readworks.org - http://www.readworks.org/*Common Core Exemplar Reading List - http://www.corestandards.org/assets/Appendix_B.pdf*Reading Rockets - http://www.readingrockets.org/Common Core Lesson Plans -

*Rigby Literacy by Design - Themes 7,8,9,10,and 11*Lexia Core 5 Reading*Readworks.org - http://www.readworks.org/*Common Core Exemplar Reading List - http://www.corestandards.org/assets/Appendix_B.pdf*Reading Rockets - http://www.readingrockets.org/Common Core Lesson Plans - http://betterlesson.com/

*Rigby Literacy by Design - Themes 12,13,14, 15, and 16*Lexia Core 5 ReadingReadworks.org - http://www.readworks.org/*Common Core Exemplar Reading List - http://www.corestandards.org/assets/Appendix_B.pdf*Reading Rockets - http://www.readingrockets.org/Common Core Lesson Plans - http://betterlesson.com/

http://betterlesson.com/

TrimestersWriting - 1st Trimester


Writing - 2nd Trimester


Writing - 3rd Trimester


WritingUnits 1 and 2 3 and 4 5 and 6

3rd GradeWriting

Standards

3.1.b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

3.1.b.ii Use dialogue and descriptions of actions, thoughts, and feeling to develop experiences and events or show the response of characters to situations.

3.1.b.iii Use temporal words and phrases to signal event order.

3.1.b.iv Provide a sense of closure

3.3.a With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

3.3.b With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.3.d Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3.1.a Write opinion pieces on topics or texts, supporting a point of view with reasons.

3.1.a.i Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

3.1.a.ii Provide reasons that support the opinion.

3.1.a.iii Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

3.1.a.iv Provide a concluding statement or section.

3.1.a.v Brainstorm ideas for writing.

3.1.b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear events sequences.

3.1.b.i Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

3.3.e.ii Form and use regular and irregular plural nouns.

3.3.e.viii Use coordinating and subordinating conjunctions.

3.3.f Demonstrate command of the conventions of

3.1.c Write descriptive poems using figurative language

3.2.a Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3.2.a.i Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

3.2.a.ii State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images).

3.2.a.iii Develop the topic with facts, definitions, and details.

3.2.a.iv Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

3.2.a.v Provide a concluding statement or section.

3.3.c With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.3.d Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3rd GradeWriting

StandardsContinued

3.3.d. i Choose words and phrases for effect.

3.3.d.v Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

3.3.e Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.

3.3.e.vi Ensure subject-verb and pronoun-antecedent agreement.

3.3.e.ix Produce simple, compound, and complex sentences.

3.3.e.x Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts.

3.3.f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.3.f.i Capitalize appropriate words in titles.

standard English capitalization, punctuation, and spelling when writing.

3.3.f.iii Use comma and quotation marks in dialogue.

3.3.f.vii Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

3.3.f.iv Form and use possessives.

3.3.d.ii Recognize and observe differences between conventions of spoken and written standard English.

3.3.e Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.

3.3.e.i Explain the functions of nouns, pronouns verbs, adjectives, and adverbs in general and their functions in particular sentences.

3.3.e.iii Use abstract nouns (e.g., childhood).

3.3.e.iv Form and use regular and irregular verbs.

3.3.e.vii Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

3.3.f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.3.f.ii Use commas in addresses.

3.3.f.v Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

3.3.f.vi Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writingwords.

Writing writing workshop, writing process (collecting, writing workshop, writing process (collecting, writing workshop, writing process (collecting, drafting,

Academic Vocabulary

drafting, revising, editing, publishing), conferencing

drafting, revising, editing, publishing), conferencing

revising, editing, publishing), conferencing

3rd GradeWritingContent

Vocabulary

narrative, story mountain, seed idea, event, lead, ending, small moment

essay, non-narrative, boxes and bullets, thesis, fiction, character, setting, scenes

essay, non-narrative, boxes and bullets, thesis

WritingAssessments

Available

● Published personal narrative piece scored on 6-Traits (essential- ideas and organization)

● Published second personal narrative piece scored on 6-Traits (essential- ideas, organization, word choice, sentence fluency)

● AIMSWEB Spelling, Words Written, and Correct Word Sequence Assessments

● Published essay scored on 6-Traits (essential- ideas, organization, sentence fluency)

● Published fiction piece scored on 6-Traits (essential- voice, word choice, conventions, organization)


● Published literary essay scored on 6-Traits (essential- ideas, organization, sentence fluency)


WritingResources Available

● Shortcut by Donald Crews

● Peter’s Chair by Ezra Jack Keats

● Fireflies by Julie Brinckloe

● Launching the Writing Workshop by Lucy Calkins

● (3.3.e.vi.) Spotlight on Grammar Theme 1, Lesson 7

● Eleven by Sandra Cisneros

● Breathing Life into Essays by Lucy Calkins

● (3.3.e.viii.) Spotlight on Grammar Theme 5, Lesson 4 and 7

● Writing Fiction: Big Dreams, Tall Ambitions by Lucy Calkins

● Peter’s Chair by Ezra Jack Keats

● (3.3.f.vii.) Spotlight on Grammar

● Literary Essays: Writing About Reading by Lucy Calkins

● (3.3.e.v.ii) Spotlight on Grammar Theme 11, Lesson 7

● (3.3.e.iv.) Spotlight on Grammar Theme 13, Lesson 4 and 7, and Theme 15, Lesson 4

● (3.3.f.v.) Spotlight on Grammar Theme 14, Lesson 8, Theme 15, Lesson 8

● Raising the Quality of Narrative Writing by Lucy Calkins

Theme 10, Lesson 3

● (3.3.e.ii.) Spotlight on Grammar Theme 8, Lesson 4

TrimestersMath - 1st Trimester


Math - 2nd Trimester


Math - 3rd Trimester


Math Units 1, 2, and beginning of 3 Ending of 3, 4, 5 6, 7

3rd GradeMath

Standards

Fluently add and subtract within 1000 (1.1.a.ii)

Understands vocabulary: place value, expanded form, standard form, grouping, ungrouping.

Use place value to round whole numbers to the nearest 10 or 100. (1.1.a.i)

Solve two-step word problems using the four operations (addition and subtraction) (1.3.d.i)

Represent two-step (addition and subtraction) word problems using equations with a letter standing for the unknown quantity. (1.3.d.ii)

Assess the reasonableness of (addition and subtraction) answers using mental computation and rounding. (1.3.d.iii)

Draw a scaled picture graph and a scaled bar graph to represent a data set (3.1.a.i )

Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; describe a fraction a/b as the quantity formed by a parts of size 1/b.

1.2.a.ii Describe & represent a fraction as a number on the number line

1.2.a.iii. Identify and generate simple equivalent fractions.

1.2.a.iii.3 Express whole numbers as fractions, and recognize fractions that are whole numbers by reasoning their size

1.2.a.iii.6 Record the results of comparisons with the symbols >, =, or <, and justify the answer

4.1.a.ii Partition shapes into parts with equal areas. Express the area of each part as a unit fractions

Generate measurement data by measuring lengths using rulers marked with halves and

4.2.a.i Recognize area as an attribute of plane figures and apply concepts of area

4.2.a.ii Find area of rectangles with whole number side lengths using a variety of methods

4.2.a.iii Relate area to the operations of multiplication and addition and recognize area as additive.

4.2.b Describe perimeter as an attribute of plane figures and distinguish between linear and area measures.

4.2.c.i Find the perimeter given the side lengths.

4.2.c.ii Find an unknown side length given the perimeter.

4.2.c.iii Find rectangles with the same perimeter and different areas or with the same area and different perimeters.

4.1.a.i.1 Identify rhombuses, rectangles, and squares as examples of quadrilaterals, anddraw examples of quadrilaterals that do not belong to any of these subcategories.

Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. 3.1.a.ii

fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in units— whole numbers, halves, or quarters.

4.3.a.i Tell and write time to the nearest minute.

4.3.a.ii Measure time intervals in minutes.

4.3.a.iii Solve word problems involving addition and subtraction of time intervals in minutes

4.3.a.iv Measure and estimate liquid volumes and masses of objects using standard (and customary) units of grams (g), kilograms (kg), and liters (l).

4.3.a.v Use models to add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

3rd GradeMath

Vocabulary

Place value, expanded form, standard form, grouping, ungrouping, equation, total, sum, addend, expression, difference, estimate, round, equal to, greater than, less than, table, Associative Property of Addition, Commutative Property of Addition, Identity Property of Addition, pictograph, bar graph (horizontal & vertical), axes, scale, multiplication, factor, product, array, Commutative Property of Multiplication, division, dividend, divisor, quotient

Associative Property of Multiplication, Identity Property of Multiplication, Zero Property of Multiplication, equation, variable, fraction, numerator, denominator, unit fraction, equivalent fractions, simplify, quarter-hour, half-hour, elapsed time, capacity, cup, pint, quart, gallon, liter, milliliter, pound, ounce, gram, kilogram

Perimeter, area, square unit, base, height, line, line segment, endpoint, parallel, perpendicular, opposite, adjacent, parallelogram, rectangle, square, rhombus, vertex (vertices), ray, angle, right angle, acute angle, obtuse angle

MathAssessments

Available

● Math Expressions Assessments for Unit 1, Unit 3 and Unit 5, and Unit 7

● Galileo Math Assessment● New Zealand Math Assessment -

http://nzmaths.co.nz/node/1599● AIMSweb Math Fluency

Assessment● AIMSweb Math Concepts &

Applications Assessment

● Math Expressions Assessments for Unit 9, and Unit 11, Unit 10, Unit 13


http://nzmaths.co.nz/node/1599● AIMSweb Math Fluency

Assessment● AIMSweb Math Concepts &

Applications Assessment

● Math Expressions Assessments for Unit 8, Unit 2, and Unit 4


http://nzmaths.co.nz/node/1599● AIMSweb Math Fluency Assessment● AIMSweb Math Concepts & Applications

Assessment

Math ● Math Expressions Unit 1 ● Math Expressions Unit 9 (Lessons ● Math Expressions Unit 8 (Lessons 1

Resources Available

MathResourcesContinued

(Lessons 1-15) (Incorporate Basic Fact Fluency, as needed, as part of Units 1 & 2 and throughout the year; the Basic Fact Fluency is not intended to be a unit by itself)

● Math Expressions Unit 3 (Lessons 1-4, 6 [Activities 1-3], 7 [Activity 1], 8)

● Math Expressions Unit 5 (Lessons 1-7, 13, 14, 15 [Activities 1-3], 16)

● Math Expressions Unit 7 (Lessons 1-16)

1-13)● Investigate & make connections

between patterns in addition or multiplication tables and how those patterns relate to the operations of addition, subtraction, and multiplication to address 1.3.d.iv.

● Math Expressions Unit 11 (Lessons 1-5, 9-13, 16 [Activities 1 & 2])

● Extend Lesson 1, Activities 2 & 3 (TE Pg. 784-787) to address 1.2.a.iii.3

● Math Expressions Unit 10 (Lessons 1 & 2 [Activity 2])

● Math Expressions Unit 13 (Lessons 5, 6, 9)

● Extend Unit 10, Lesson 1 to include measuring time intervals in minutes, using a number line as a way to measure time intervals given a word problem or situation to address 4.3.a.ii and 4.3.a.iii

● Additional or supplemental instructional resources for this Unit Plan- https://drive.google.com/drive/u/1/folders/0B9LvEq75DLnRNFpRZlU2STVTMXVyRlc0OGxjZVBBdw

● Addition and Multiplication Tables- http://www.eduplace.com/kids/mthexp/g3/emanip.html

[Activities 1-3], 2, 3)● Suggested supplementary resources to

address 4.2.c.ii● Finding an Unknown Side Length Given the

Perimeter Guided Practice - https://www.ixl.com/math/grade-3/perimeter-find-the-missing-side-length

● Area and Perimeter worksheets - http://www.commoncoresheets.com/Area.php

● Additional or supplemental - instructional resources for this Unit Plan - https://drive.google.com/drive/u/1/folders/0B9LvEq75DLnRNFZ4N1ZOSzZTanlhMWdKc0F4cmNYZw

● Math Expressions Unit 2 (Lessons 1 [Activity 2], 2 [Activities 1 & 2], 3-5)

● Math Expressions Unit 4 (Lessons 2 [Activity 1] & 3 [Activity 1])

Trimesters Social Studies - 1st Trimester


Social Studies - 2nd Trimester


Social Studies - 3rd Trimester


Social Studies Units

1 and 2 2 and 3 4 and 5

SocialStudies

Standards

Cross Curriculum

2.1.a Read and interpret information from geographic tools and formulate geographic questions.

2.1.b Find oceans and continents, major countries, bodies of water, mountains, and urban areas, the sate of Colorado, and neighboring states on maps

2.1.c Locate the community on a map and

4.2.a Identify the origins, structure and functions of local government.

4.2.b Identify and explain the services local governments provide and how those services are funded.

4.2.c Identify and explain a variety of roles, leaders, citizens, and others play in local government.

3.1.a Describe the difference between producers and consumers and explain how they need each

4.1.a Identify and apply the elements of civil discourse including but not limited to listening with respect for understanding and speaking in a respectful manner.

4.1.b Identify important economic and personal rights and how they relate to others.

4.1.c Give examples of the relationship between rights and responsibilities.

3.2.a Identify sources of income including gifts, allowances, and earnings.

describe its natural and human features.

2.1.d Identify geography-based problems and examine the ways that people have tried to solve them.

2.2.a Observe and describe the physical characteristics and the cultural and human features of a region

2.2.b Identify the factors that make a region unique including cultural diversity, industry and agriculture, and land forms.

2.2.c Give examples of places that are similar and different from a local region.

2.2.d Characterize regions using different types of features such as physical, political, cultural, urban and rural.

other.

3.1.b Describe and give examples of forms of exchange including but not limited to trade and barter.

3.1.c Describe how the exchange of goods and services between businesses and consumers affect all parties.

3.1.d Recognize that different currencies and forms of exchange that exist and list the functions of money to include but not limited to such topics as medium of exchange, store of value, and measure of value.

3.1.e Give examples of how trade benefits individuals and communities and increases interdependencies.

3rd GradeSocial

StudiesVocabulary

Map, globe, region, continent, oceans, country, state, city, landform, urban, suburban, feature, legend, culture, physical, political, geography, community, agriculture, neighboring, boundaries, characteristics, mountains, plains, river, valley, mesa, diversity, industry, cardinal direction, compass rose, scale, atlas, history, colony, fact, opinion, artifact, historical sources, documents, authentic, migrate, economic development, community, chronological, compare, sequence, and contrast

origin, structure, function, role, responsibility, local, government, county, city, municipal, school board, special districts, taxes, society, citizen, mayor, city council, county commissioner, coroner, services, producer, consumer, goods, services, markets, exchange, currency, trade, barter, and value

civil discourse, rights, views, respect, discourse, responsibilities, conflict, personal advocacy, democratic society, compromise, civic,finance, goal-setting, borrowing, philanthropic, term, short-term, long-term, earnings, income, costs, benefits, money, purchase, and needs

Social Studies

AssessmentsAvailable

● Geography and Mapping Test - https://drive.google.com/drive/u/1/folders/0B2XhME5fsp7gLWk3Y3YwWjRDckE

● Citizenship Performance Assessment

● 3rd Grade Economics and Personal Financial Literacy Performance Assessment

● Becoming a Town: Exploring Early Life in Longmont -https://docs.google.com/a/svvsd.org/file/d/0B0zqFBsKJ6c8VEs3aHROOG5RRGM/edit LDC Writing Task (1.1.b, 1.1.c, 1.2.c, 1.2.d)

Social Studies

Resources Available

● MapMaker Interactive - National Geographic Education -This is a wonderful site for exploring the world of maps and all their different uses. It allows students to interact with different types of maps and their features. (2.1.a, 2.1.b, 2.1.c, 2.1.d, 2.2.a, 2.2.b, 2.2.c, 2.2.d)

● Map Maker - nationalatlas.gov

● Local History: Mapping my Spot. Primary source lesson plan. (2.1.a, 2.1.b, 2.1.c, 2.2.a)

● This is a great place to explore different types of maps and their features. Students can get a good sense of how maps work and how to use them. (2.1.a,2.1.b, 2.1.c, 2.2.c, 2.2.d)

● Colorado Geography | Worksheet | Education.com

● A worksheet for colorado

● A Dangerous Street and Civic Action: Lesson plan based on the book, James Ale from Lessons on Local Government

● Longmont City Council - longmont.co.us - Information about current local government of Longmont. This is the city's website, and includes biographical information on the mayor and city council members, as well as contact information. (4.2.a, 4.2.b, 4.2.c)

● Lessons on Local Government - lessonsonlocalgovernment.com - Lessons and resources on local government created specifically for Colorado teachers. (4.2.a, 4.2.b, 4.2.c)

● Longmont Offical Governement Website - ci.longmont.co.us - City of Longmont website providing information on government

● What Responsibilities Accompany Our Rights? Lesson Plan from The Center for Civic Education is a nonprofit, nonpartisan educational corporation dedicated to promoting an enlightened and responsible citizenry committed to democratic principles and actively engaged in the practice of democracy in the United States and other countries.(4.1.c)

● Geocube - The world of Geography - geo-cube.eu An excellent resource with well-written text and great supporting photos. Geographical and human interaction topics. It has an easy-to-use interface and is available in English, Spanish, German, and Italian! (2.1.a, 2.1.b, 2.1.c, 2.1.d, 2.2.a, 2.2.b, 2.2.c, 2.2.d, 4.1.a, 4.1.b, 4.1.c)

● Ben's Guide: Grades 3-5 - This site has many useful links concerning government and citizenship

● PFL unit and lesson plans focused on each evidence outcome

● Wise Pockets Clubhouse | Library - umsl.edu

geography that will assist in helping students locate their town or region within the state. (2.1.a, 2.1.b, 2.1.c)

● Geocube - The world of Geography - geo-cube.eu An excellent resource with well-written text and great supporting photos. Geographical and human interaction topics. It has an easy-to-use interface and is available in English, Spanish, German, and Italian! (2.1.a, 2.1.b, 2.1.c, 2.1.d, 2.2.a, 2.2.b, 2.2.c, 2.2.d, 4.1.a, 4.1.b, 4.1.c)

● Native American Indian by History Link 101 - historylink101.com This site has links to much useful information about Plains Indians that originally lived in Colorado and surrounding areas. (1.2.a, 1.2.b, 1.2.c, 1.2.d)

● Timeline history of Longmont Colorado - www.ci.longmont.co.us A timeline of events in the history of the St. Vrain Valley and Longmont. It is provided through the Longmont Museum website, and seems to give an easy-to-follow overview. (1.2.a,1.2.b.,1.2.c,1.2.d)

● History of Longmont Colorado - www.ci.longmont.co.us This is a written history of Longmont. It is a

structure, services and events. (4.2.a, 4.2.b, 4.2.c)

● State your Claim: How do we Gather and use Evidence to Support a Claim? Unit created by CDE with lesson ideas, resources, and assessment

● Goods And Services - econedlink.org Students explore the goods and services available in their community and determine that some are privately produced and governments provides others. Students learn that taxes, fees, and loans pay for government goods and services. (3.1.c)

● Online Activities Federal Reserve - clevelandfed.org Lots of games and activities will help students learn about a wide variety of economic and personal finance topics, including barter and trade and making financial choices. (All)

A series of interactive stories that demonstrate how money is earned, how to save for a specific goal, and the basics of lending and borrowing. (3.2.a, 3.2.b, 3.2.c, 3.2.d, 3.2.e)

little long for an overview, but could be presented and discussed in chunks. Includes many interesting and relevant details. (1.1.b, 1.1.c, 1.2.a, 1.2.b, 1.2.c, 1.2.d)

Trimesters Science - 1st Trimester


Science - 2nd Trimester


Science - 3rd Trimester


ScienceUnits

Earth, physical, and life science may be taught in any semester or order



3rd GradeScience

Standards

Earth Science3.1.a Investigate and identify two or more ways that Earth’s materials can be broken

Physical Science

1.1.a Analyze and interpret observations

Life Science

2.1.a Use evidence to develop a scientific explanation

Cross Curriculum

(Please note that earth,

physical, and life science

may be taught in any order)

down and/or combined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand.

3.1.b Use evidence to develop a scientificexplanation about one or more processes. that break down and/or combine Earth materials

3.1.c Utilize a variety of media sources to collect and analyze data around Earth’s materials and the processes by which they are formed.

about matter as it freezes and melts, and boils and condenses.

1.1.b Use evidence to develop a scientific explanation around how heating and cooling affects states of matter

1.1.c Identify the state of any sample of matter.

regarding the stages of how organisms develop and change over time2.1.b Analyze and interpret data to generate evidence that different organisms develop differently over time

2.1.c Use a variety of media to collect and analyze data regarding how organisms develop

3rd GradeScience

Vocabulary

Investigation 1 (Mock Rocks): Balance, circumference, crystal, depth, diameter, dissolve, evaporate (evaporation), geologist, geology, mass, meter tape, mineral, mock rock, outcrop, property, rock, rock-forming mineralInvestigation 3 (Calcite Quest): Acid, acid rain, basalt, chalk, chemical weathering, evidence, igneous, limestone, marble, metamorphic, sandstone, sediment, sedimentary, travertine, tufa, vinegarInvestigation 4 (Take it for Granite): Cleavage, crust, feldspar, granite, hardness, hornblende, luster, magma, magnetism, mantle, metallic, mica, nonmetallic, rock cycle, sediment, sediment, streak, weatheringInvestigation 5 (Landforms): Abrasion, acid rain, basin, canyon, channel, chemical weathering, delta, deposition, earthquake, erosion, fault, flood, floodplain, freeze, landform, landslide, meander, physical weathering, plateau, river mouth, sediment, slope, stream table, valley, volcano, weathering

Investigation 3 (Matter and Balance): Balance, capacity, gas, graduated cylinder, gram, kilogram, liquid, liter, mass, matter, metric system, milliliter, prediction, solid, state

Investigation 4 (Changing Matter): Carbon dioxide, degree Celsius, evaporation, melting, particle, reaction, substance, temperature, thermometer

Water Kit

Investigation 1 (Water Observations): Absorb, bead, dome, flow, property, slope, surface tension, water

Investigation 2 (Hot Water, Cold Water): Contract, denser, expand, float, less dense, sink

Investigation 3 (Water Vapor): Condense, evaporate, seriate, surface area, thermometer, water cycle, water vapor

Activity 1 (Living and Nonliving): Characteristic, dead, life cycle, living, nonlivingActivity 2 (Plant Life Cycle Begins): Seed, seedlingActivity 3 (Germinating Seeds): Germinate, leaves, root, seed, coat, seed halves, sprout, stem, tiny plantActivity 4 (Meet the Fruit Fly): Adult, fruit flyActivity 5 (Observing the Fruit Fly): Egg, larva, pupaActivity 6 (Plant Growth): GrowthActivity 7 (Seeds and More Seeds): PopulationActivity 8 (Inside a Flower): Flower, petal, pistil , pollen, stamenActivity 9 (Plant Life Cycle): Seed podActivity 10 (Fruit Fly Life Cycle): Generation, metamorphosisActivity 11 (Plants and Animals): Animal, plantActivity 12 (Death of Organisms): Bacteria, decay, mold, nutrients

ScienceAssessments

Available

● FOSS Kit Solid Earth-End-Of-Module Assessment

● Science Notebooks

● Performance Assessments

● FOSS Kits Matter and Energy (and/or) Water -End-Of-Module Assessment


● Performance Assessments

● Plant and Animal Life Cycles Delta Science Assessments by Chapter/Unit


Science ResourcesAvailable

● FOSS Kit Solid Earth Investigations 1,3,4,5

● FOSS Web Geology http://www.fossweb.com/ca/modules3-6/SolidEarth/index.html

● FOSS Science Resource Books- school library

● Solid Earth LA-2386 (Assorted book set)- District Media Services

● FOSS Kit Matter and Energy: Investigations 3 and 4

● FOSS Kit Water: Investigations 1-3

● http://www.fossweb.com/ modules3-6/index.html

● FOSS Water Planet books in building library

● Getting the Water We Need (book set) from District Media Services

● Assorted book set LA-2384 Water, LA-2404 Sound) from District Media Services

● Plant and Animal Life Cycle- Delta Science Module

● Science-To-Go Kit: Wisconsin Fast Plants (SK 0083)

Documents

blogs.svvsd.org · Web view3rd Grade. Reading. Standards. ... next) and text structure (narrative, chronology) ... Use a variety of comprehension strategies to interpret text