Curriculum Map Grade: Third Grade Reading/Writing · PDF fileCurriculum Map Grade: ... II. Vocabulary GLE: R1Ec Reading GLE: R3B, R1Fa IV. Comprehension GLE: R1Fa 1. Build concept

Curriculum Map

Grade: Third Grade Reading/Writing School: Parkside Elementary Date: March

2010 _____________

Month Content Skills Learned Assessment

August/ September

. 1.1 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc II. Vocabulary GLE: R1Ec III. During Reading GLE: R3B, R1Fa IV. Comprehension GLE: R1Fa

1. Build concept vocabulary and activate prior knowledge.

2. Listening comprehension focusing on fantasy and realism.

3. Make predictions based on evidence.

1. Use context clues to determine meanings of homonyms.

1. Using imagery and sensory words. 2. Activate and use prior knowledge.

1. Distinguish between realism and fantasy.

2. Use prior knowledge to help judge the distinction between realism and fantasy.

1. Model and cooperatively create concept vocabulary web.

2. Complete T-chart focusing on fantasy and realism.

3. Record predictions with supporting details in readers’ notebook.

1. Cooperative groups in workstations.

1. Cooperative groups in workstations. 2. Teacher observations taken during

guided reading and leveled groups.

1. Distinguish between realism and fantasy with supporting details in readers’ notebook.

2. Selection Test

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2010 _____________


August/ September

1.2 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc II. Vocabulary GLE: R1Ic III. During Reading GLE: R2Cg, R2Ch IV. Comprehension GLE: R2Cf, R1Hh

1. Build concept vocabulary. 2. Activate prior knowledge 3. Predict with evidence.

1. Use word structure to determine the meaning of compound words.

1. Determine author’s purpose. 2. Identify setting, characters, and

character traits.

1. Determine the sequence of a story. 2. Summarize important events in the

order in which they occur.


2. Model and cooperatively create KWL chart 3. Record predictions with supporting

evidence in reader”s notebook.


1. Teacher observation in guided reading and leveled groups.

2. Complete character graphic organizer.

1. Complete graphic organizer, summarizing important events and putting in the correct sequence.

2. Selection Test

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2010 _____________


August/ September

1.3 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc II. Vocabulary GLE: R1Ed, R1Ee III. During reading GLE: R3Cd, R1Gb, R1Ge IV. Comprehension GLE: R1He, R2Cb, R2Cf

1. Model and cooperatively create concept

vocabulary web. 2. Preview and predict with evidence. 1. Use a glossary or dictionary to determine

work meaning.

1. Visualize characters and events to keep track of sequence.

1. Draw conclusions and make inferences. 2. Sequencing

1. Cooperative groups in workstations. 2. Take picture walk and record predictions

with support in reader’s notebook 1. Cooperative groups in workstations. 1. Complete graphic organizer 2. Sketch visualization.

1. Record conclusions/inferences in readers notebook.

2. Task cards in work stations. 3. Story Map 4. Selection Test

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2010 _____________


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2010 _____________


2.3 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc II. Vocabulary GLE: R1Eb III. During Reading IV. Comprehension GLE: R3C, R1He

1. Build concept vocabulary 2. Activate prior knowledge 3. Preview and predict with evidence.

1. Use a dictionary or glossary to determine meanings of unfamiliar words.

1. Monitor and fix up. 2. Identify character traits 1. Identify main ideas and details 2. Summarize to answer questions.


2. Model and cooperatively create KWL chart.

3. Record predictions with supporting details in reader’s notebook.


1. Teacher observations during leveled groups.

2. Character trait map

1. Put main idea and details in graphic organizer

2. Use organizer to summarize. 3. Selection Test

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2010 _____________


August/ September

1.5 I. Pre-reading Strategies GLE: R1Fa, R1Fb II. Vocabulary GLE: RE1a III. During Reading GLE: R2Ch, R2Cf IV. Comprehension GLE: R2Ch, R2Cf

1. Build Concept Vocabulary 2. Activate prior knowledge 3. Predict with evidence 1. Use word structure, prefixes and suffixes to determine work meaning. 1. Identify the characters and setting of the selection. 2. Monitor and fix up throughout the selection. 1. Determine story structure to learn about the characters and setting. 2. Put important events in sequence.



3. Record predictions with supporting details.

1. Cooperative groups in work stations.

1. Complete story map 2. Teacher observations taken during leveled

groups.

1. Respond in reader’s notebook 2. Graphic organizer for story events. 3. Selection Test

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2010 _____________


August/ September

2.1 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc, R1Fd II. Vocabulary GLE:R1Eb III. During Reading GLE: R3A, R1Gc IV. Comprehension GLE: R1Hb, R1Ha

1. Build concept vocabulary. 2. Activate prior knowledge. 3. Preview and predict with evidence. 1. Use context clues with synonyms and antonyms to determine meanings of unfamiliar words. 1. In a non-fiction text use text features to answer questions 2. Question text while reading to monitor understanding. 1. Identify maid ideas and details. 2. Answer questions to check for understanding.



3. Take picture walk, record predictions with supporting details in reader’s notebook.


1. Teacher observations taken during guided reading and leveled groups.

2. Record questions in reader’s notebook to check for understanding.

1. Complete graphic organizer to organize information, using main ideas and details.

2. Selection Test

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2010 _____________


October

2.2 I. Pre-reading strategies GLE: R1Fa, R1Fb II. Vocabulary R1Ec III. During Reading R1Gc, R1Ge IV. Comprehension GLE: R2Ch

1. Build concept vocabulary 2. Activate prior knowledge.

1. Use context clues to determine meanings of unfamiliar words.

1. Question text 2. Visualize

1. Identify character traits 2. Identify story elements including settings and the problem and solution.




1. Record questions in reader’s notebook. 2. Sketch visualizations

1. Record character traits with supporting details in reader’s notebook.

2. Teacher observations during small groups.

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2010 _____________


October

1.4 I. Pre-reading strategies GLE: R1Fa, R1Fb, R1Fc II. Vocabulary GLE: R1Ec III. During Reading GLE: R1Gb IV. Comprehension R3Cf, R1Eg, R3Cb

1. Build concept vocabulary 2. Listening Comprehension, focusing on

fantasy and realism 3. Make predictions based on evidence

1. Use context clues to determine the meaning of multiple-meaning words.

1. Distinguish a realistic story from a fantasy.

2. Monitor reading for comprehension

1. Draw conclusions about text. 2. Visualize text. 3. Answer questions



3. Record predictions in reader’s notebook.

1. Cooperative groups in workstations. 1. Complete T-chart with realistic and fantasy

details from the story. 2. Stop and summarize and monitor

periodically through story to check for understanding.

1. Record conclusions in reader’s notebook 2. Sketch visualizations. 3. Selection Test

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2010 _____________


November

3.2 I. Pre-reading strategies GLE: R1Fa II. Vocabulary GLE: R1E III. During reading GLE: R1Hh, R2Cc IV. Comprehension GLE: R1Hh, R2Cc

1. Build concept vocabulary 2 Build background and activate prior knowledge. 1. Use a glossary to determine the meaning of unfamiliar words. 1. Summarize events to check for understanding. 2. Identify different authors’ purpose. 1. Identify author’s purpose for writing selection. 2. Summarize selection

1. Model and cooperatively create concept vocabulary web. 2. Model and cooperatively create KWL chart. 1. Cooperative groups in workstations. 2. Documented teacher observations taken during small leveled groups. 1. Summarize text in reader’s notebook to check predictions and to check for understanding. 2. Documented teacher observations taken during small leveled groups. 1. Selection Test

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2010 _____________


November

2.4 I. Pre-reading strategies GLE: R1Fa II. Vocabulary GLE: R1Ec III. During Reading GLE: R2Cg, R1Ha IV. Comprehension GLE: R2G, R1Ha

1. Build concept vocabulary. 2. Build background and activate prior knowledge. 1. Use context clues and antonyms to determine work meanings. 1. Make predictions about the text. 2. Make predictions about the author’s purpose. 1. Identify author’s purpose 2. Identify main idea and details.

1. Model and cooperatively create concept vocabulary web. 2. Model and cooperatively build steps in a process chart. 1. Cooperative groups in work stations. 1. Record predictions in reader’s notebook. 1. Documented teacher observations taken during guided reading and small leveled groups. 2. Graphic organizer for main idea and details. 3. Selection Test

1. Cooperatively create concept vocabulary web.

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2010 _____________


November

3.1 I. Pre-reading strategies R1Fa, R1Fc II. Vocabulary GLE: W2Ee III. During Reading GLE: R1Hh, R1Ic IV. Comprehension R2Cd, R2Cf

1. Build concept vocabulary. 2. Preview and predict with evidence. 1. Use word structure to determine the meaning of words with suffixes. 1. Make connections, text to world, text to text, and text to self. 2. Summarize to check for understanding. 1. Identify cause and effect 2. Use story structure to understand cause and effect.

1. Cooperatively create concept vocabulary web. 2. Record predictions with supporting details in reader’s notebook. 1. Teacher’s observations during guided reading and small leveled groups. 2. Cooperative groups in workstations. 1. Record connections in reader’s notebook. 2. Record summary in reader’s notebook. 3. Teacher observation during small leveled groups. 1. Graphic organizer for story structure, identifying cause and effect. 2. Selection Test

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2010 _____________


November

2.5 I. Pre-reading strategies GLE: R1Fa, R1Fc II. Vocabulary GLE: R1Ec III. During Reading GLE: R1Gc, R3Cj IV. Comprehension GLE: R1He, R2Cb, R2c

1. Build background and concept vocabulary. 2. Predict with evidence. 1. Use context clues to determine the meaning of unfamiliar words. 1. Ask questions while reading to check for understanding. 2. Identify the problem and solution in text. 1. Draw conclusions about the text. 2. Draw conclusions to identify character traits.

1. Cooperatively create concept vocabulary web and KWL chart. 2. Record predictions with supporting details in reader’s notebook. 1. Cooperatively complete word rating chart before and after text. 2. Cooperative groups in work stations. 1. Record questions in reader’s notebook and share with reading buddy. 2. Complete story map 1. Teacher observations taken during guided reading and small leveled groups. 2. Character map 3. Selection Test.

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2010 _____________


November

3.3 I. Pre-reading Strategies GLE: R1Fa, R1Fd II. Vocabulary GLE: W2Ee III. During Reading R1Gc, R1Cf IV. Comprehension GLE: R1He, R1Hg

1. Build concept vocabulary and access prior knowledge. 2. Listening comprehension 3. Set purpose to read 1. Use word structure to determine the meaning of compound words. 1. Question the text to check for understanding. 2. Draw conclusions 1. Reflect and analyze conclusions.

1. Cooperatively create concept vocabulary web. 2. Teacher observations after read aloud. 1. Cooperative groups in work stations. 1. Record questions about the text in reader’s notebook. 2. Record conclusions in reader’s notebook to share with reading buddy. 1. Check conclusions in reader’s notebook. 2. Teacher observations taken during small leveled groups.

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2010 _____________


December

5.2 I. Pre-reading strategies GLE: R1Fa, R1Fc II. Vocabulary GLE: W2Ee III. During reading GLE: R1Gb, R1Gc IV. Comprehension GLE: R3C

1. Activate prior knowledge and build concept vocabulary. 2. Predict with evidence. 1. Use word structure to help determine meanings of unfamiliar words. 1. Identify text structure to aid understanding. 2. Summarize and ask questions to check for understanding. 1. Identify facts and opinions about the selection.

1. Cooperatively create concept vocabulary and KWL chart. 2. Record predictions with supporting details in reader’s notebook. 1. Cooperative groups in work stations. 2. Teacher observations in small leveled groups. 1. Complete graphic organizer to organize information. 2. Record summaries and questions in reader’s notebook. 1. Teacher observations during guided reading and small leveled groups. 2. Selection Test

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2010 _____________


January

4.1 I. Pre-reading strategies GLE: R1Fa, R1Fd II. Vocabulary GLE: W2Ee III. During Reading GLE: R2Cd, R1Ge IV. Comprehension GLE: R2Cd

1. Build concepts and activate prior knowledge. 2. Build background and set purpose to read. 1. Use work structure to determine the meaning of words with the –ing ending. 1. Identify cause and effect. 2. Visualize 1. Use cause and effect to answer questions about the selection.

1. Cooperatively create concept vocabulary web. 2. Model and cooperative create Venn Diagram comparing and contrasting different genres. 1. Cooperative groups in work stations. 1. Cooperatively and independently create T chart for causes and effects. 2. Cooperative groups in workstations, sketching visualizations. 1. Teacher observations taken during small leveled groups. 2. Selection Test

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2010 _____________


January

5.3 I. Pre-reading strategies GLE: R1Fa, R1Fc II. Vocabulary GLE: W2E III. During Reading GLE: R1Gc IV. Comprehension GLE: R2Cf

1. Build concepts and activate prior knowledge. 2. Predict with evidence. 1. Use word structure to determine meanings of unfamiliar words. 1. Monitor and fix up throughout selection to check for understanding. 1. Identify sequence of events in selection. 2. Determine importance of sequencing of events.

1. Cooperatively create KWL Chart. 2. Record predictions with supporting details in reader’s notebook. 1. Cooperative groups in work stations (word work) 1. Record questions in reader’s notebook. 2. Teacher observations taken during small leveled groups. 1. Complete graphic organizer, or story map 2. Selection Test

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2010 _____________


January

5.4 I. Pre-reading strategies GLE: R1Fa, R1Fd II. Vocabulary GLE: R1Ec III. During Reading GLE: R1He, R2Cb IV. Comprehension

1. Build background and activate prior knowledge. 2. Set purpose to read 1. Use context clues to determine the meaning of unfamiliar words. 1. Draw conclusions about text. 2. Identify cause and effect. 1. Summarize text to check for understanding.

1. Cooperatively create concept web and KWL chart. 2. Teacher observations taken during guided reading. 1. Cooperative groups in work stations. 2. Complete graphic organizer (4 square) 1. Record conclusions in text to share with reading buddy. 2. Complete graphic organizer to identify cause and effect. 1. Teacher observations during small leveled

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2010 _____________


January

GLE: R1Hh 3.5 I. Pre-reading Strategies GLE: R1Fa, R1Fd II. Vocabulary GLE: W2Ef III. During Reading GLE: R3Cg, R1Gb

1. Build concepts with question of the week, concept vocabulary and connections. 1. Use a dictionary to determine meanings of unfamiliar words. 1. Compare and contrast concepts to monitor and fix up understanding.

groups. 2. Selection Test 1. Cooperatively create concept vocabulary web. 2. Teacher observation during guided reading (questions to set purpose) 1. Cooperative groups in workstations. 1. Teacher observations during guided reading and small leveled groups. 2. Cooperative groups in work stations.

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2010 _____________


February

IV. Comprehension GLE: R2Cg, R3Cg 4.2 I. Pre-reading Strategies GLE: R1Fa II. Vocabulary GLE; W2Ee III. During Reading GLE: R3Cg, R1Cg

1. Determine author’s purpose in selection. 2. Compare and contrast texts. 1. Build concept vocabulary and activate prior knowledge. 1. Use work structure to determine the meanings of compound words. 1. Question the text to check for understanding. 2. Compare and contrast information from the text.

1. Record author’s purpose in reader’s notebook. 2. Complete Venn Diagram comparing and contrasting texts. 3. Selection Test 1. Cooperatively create concept vocabulary web. 2. Cooperatively create KWL chart. 1. Cooperative groups in work stations. 1. Record questions in reader’s notebook to share with reading buddy. 2. Cooperatively and independently create Venn Diagrams comparing and contrasting information.

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2010 _____________


February

IV. Comprehension GLE: R3Cg 4.3 I. Pre-reading strategies GLE: R1Fa, R1He II. Vocabulary GLE: R1Fc III. During Reading GLE: R1He, R1Fa IV. Comprehension GLE: 5.1. I. Pre-reading strategies GLE: R1Fa II. Vocabulary GLE: R1Ec

1. Compare and contrast to aid comprehension.

1. Build concept vocabulary and activate prior knowledge.

2. Model fluency 3. Listening comprehension

1. Use context clues to determine work

meaning for multiple meaning words.

1. Activate and use prior knowledge to make generalizations.

1. Generalize and draw conclusions from

text to aid understanding.

1. Build concept vocabulary and activate prior knowledge

1. Use context clues to determine

1. Use Venn Diagrams to show understanding of the selection. 2. Selection Test

1. Create concept vocabulary web. 2. Listen to selection focusing on listening for

generalizations and complete organizer

1. Cooperative groups in work stations. 1. Record and support generalizations in

reader’s notebook. 1. Teacher observations during guided

reading and leveled groups. 2. Selection Test.

1. Create concept vocabulary web 2. Create KWL chart.


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2010 _____________


February

III. During Reading R1Fb IV. Comprehension R2Cc 3.4 I. Pre-reading strategies GLE: R1Fa II. Vocabulary GLE: R1Ec III. During Reading GLE: R1He, R1I

meanings of unknown words. 1. Make predictions about text.

1. Compare and contrast information and

characters in text.

1. Build concept vocabulary and background. 2. Preview story

1. Use context clues to determine meaning of unfamiliar words.

1. Identify and make generalizations 2. Make connections to text

(text to self, text to text, text to world)

1. Record predictions in readers notebook to check for understanding after reading selection

1. Venn diagrams in work stations. 2. Selection Test

1. Cooperatively create concept vocabulary web. 2. Take picture walk and record predictions.

1. Teacher observation during guided reading and leveled text.


1. Teacher observation during guided reading and leveled groups.


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2010 _____________


March

IV. Comprehension GLE: R1He, R3Cb 4.4 I. Pre-reading Strategies R1Fa, R1Fc II. Vocabulary GLE: R1Fa III. During Reading GLE: R3C IV. Comprehension GLE: R3C

1. Answer questions to identify and make generalizations.

2. Identify problem and solution 1. Build background and concept vocabulary.

1. Use context clues to determine meanings of unfamiliar words.

1. Use fact and opinion to monitor and fix

up during reading.

1. Identify fact and opinion to improve comprehension.

1.Respond to questions and make generalizations in readers notebook.

2.Complete story map 3. Selection Test

1. Create concept vocabulary web.

2. Create KWL chart

1. Teacher observation during guided reading and leveled groups.


1. Respond in reader’s notebook, giving examples of fact and opinions from selection.

1. Teacher observations during guided reading and leveled groups.

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2010 _____________


March

5.5 I. Pre-reading strategies GLE: R1Fa, R1Fc, R1Fd II. Vocabulary GLE: R1Ec III. During reading R1Fa

1. Build concept vocabulary. 2. Activate Prior Knowledge 3. Review and set purpose for reading.

1. Use context clues to understand the meaning of unfamiliar words.

1. Activate prior knowledge to make connections. (text to world)

2. Complete fact and opinions graphic organizer. 3. Selection Test

1. Create concept vocabulary web 2. Create KWL chart 3. Make predictions in reader’s notebook.

1. Cooperative groups in workstations

1. Make connections in readers notebook. 2. Teacher observations in guided reading

and leveled groups.

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2010 _____________


March

IV Comprehension GLE: R2Cg 6.2 I. Pre-reading strategies GLE: R1Fa, R1Fc, R1Fd II. Vocabulary GLE: R1Ec III. During Reading GLE: R3Ca, R3Cd

1. Identify author’s purpose.

1. Build concept vocabulary. 2. Activate prior knowledge 3. Preview and set purpose for reading.

1. Use context clues antonyms to determine work meanings.

1. Determine sequence of events to aid in comprehension.

1. Identify author’s purpose in readers

notebook using details from text to support your answer.

2. Selection Test 1.Create concept vocabulary web 2. Create KWL Chart 3. Make predictions in reader’s notebook. 1. Cooperative groups in workstations.

1. Complete story map

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2010 _____________


March

IV. Comprehension GLE: R2Cd 4.5 I. Pre-reading strategies GLE: R1Fa, R1Fc, R1Fd II. Vocabulary GLE: W2Ee III. During Reading

1. Identify cause and effect relationships

to improve comprehension. 2. Use graphic organizers to analyze

cause and affect relationships.

1. Build concept vocabulary 2. Activate prior knowledge 3. Make predictions about text.

1. Use work structure to determine meaning of works with suffixes.

1. Identify plot and theme

1. Teacher recorded observations during guided reading and leveled groups.

2. Complete graphic organizer 3. Selection Test.

1. Concept vocabulary web 2. Create KWL chart 3. Record predictions in readers notebook

1. Cooperative groups in workstations

1. Teacher observations during guided

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2010 _____________

Month Content Skills Learned Assessment GLE: R2A, R2C IV. Comprehension GLE: R2Cf

1. Use graphic organizer to understand plot and theme

reading and leveled groups. 2. Respond to plot and theme in readers

notebook.

1. Complete graphic organizer 2. Selection Test

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2010 _____________


April

6.1 I. Pre-reading Strategies GLE: R1Fa, R1Fd II. Vocabulary GLE: R1Ea III. During Reading GLE: R1Hb IV. Comprehension GLE: R1Hb, R2Cf

1. Build concept vocabulary. 2. Build background and activate prior knowledge. 3. Set purpose for reading. 1. Use word structure to determine the meaning of words with prefixes. 1. Use text structure to determine main idea. 1. Identify main idea and supporting details to improve comprehension. 2. Identify sequence of events, including beginning, middle, and end.

1. Model and cooperatively create concept vocabulary web. 2. Model and cooperatively create KWL chart. 3. Teacher will model fluency and students will cooperatively set purpose for reading. 1. Cooperative groups in workstations. 1. Teacher observations during guided reading and small leveled groups. 2. Record main idea and supporting details in readers’ notebook. 1. Cooperatively create story map. 2. Complete graphic organizer for main idea and supporting details. 3. Selection Test

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2010 _____________


April

6.2 I. Pre-reading strategies GLE: R1Fa, R1Fc, R2Cc II. Vocabulary GLE: R1Ed III. During Reading GLE: R1Gb, R1Gc IV. Comprehension GLE: R3Cb, R3Cc

1. Compare and contrast genre 2. Build background and activate prior knowledge. 3. Build concept vocabulary 1. Use a glossary to determine meaning of unfamiliar words. 1. Question text to improve comprehension. 2. Distinguish between fact and opinion. 1. Use facts to answer questions. 2. Identify main ideas and supporting details. 3. Answer questions.

1. Cooperatively create a Venn diagram comparing and contrasting genres. 2. Cooperatively create KWL chart. 3. Cooperatively create concept vocabulary web. 1. Cooperative groups in workstations. 1. Record questions in readers’ notebook. 2. Teacher observations taken during guided reading and small leveled groups. 3. Cooperative groups in work stations. 1. Cooperatively create T chart with facts and opinions. 2. Record main idea and details in readers’ notebook. 3. Selection Test

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2010 _____________


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2010 _____________


May

6.4 I. Pre-reading Strategies GLE: R1Fa, R1Fc II. Vocabulary GLE: R1Ea III. During Reading GLE: R1Ge, R2Cd IV. Comprehension GLE: R2Ch

1. Build background and activate prior knowledge. 2. Build concept vocabulary 3. Predict with evidence 1. Use word structure to determine the meaning of words with prefixes and suffixes. 1. Visualize text to check for understanding. 2. Identify cause and effect. 1. Identify story’s plot and theme. 2. Identify the problem and solution of story.

1. Cooperatively create KWL chart. 2. Cooperatively create concept vocabulary web. 3. Record predictions with supporting details in readers’ notebook. 1. Cooperative groups in work stations. 1. Sketch visualizations in reader’s notebook. 2. Cooperatively create cause and effect graphic organizer. 1. Teacher observations taken during guided reading and small leveled groups. 2. Selection Test

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2010 _____________


May

6.5 I. Pre-reading Strategies GLE: R1Fa, R2Ch II. Vocabulary GLE: R1C, R1Eb III. During Reading GLE: R3Ch IV. Comprehension GLE: R3Ch

1. Build concept vocabulary. 2. Build background and activate prior knowledge with problems and solutions. 1. Use context clues to determine word meanings of words with synonyms. 1. Use generalizations to make predictions. 1. Make generalizations to improve comprehension.

1. Cooperatively build concept vocabulary web. 2. Cooperatively create problem and solution chart. 1. Teacher observations taken during guided reading and small leveled groups. 2. Cooperative groups in work stations. 1. Record generalizations and predictions in reader’s notebook. 1. Complete graphic organizer with characters and generalizations. 2. Selection Test

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2010 _____________


August/ September

Introduction to Writing I. Grammar GLE: W1Aa, W1Ab, W1Ac, W1Ad, W1Ad II. Writing Process GLE: W1Aa, W2Ea, W2Ba, W2Bb

1. Identify and explore the writing process. 2. Identify and explore the six traits of writing. 3. Explore and become familiar with procedures during writers workshop. 1. Compose complete sentences with correct capitalization and punctuation. 2. Compose text with sentence variety, including declarative, interrogative, imperative, and exclamatory. 3. Use correct capitalization and punctuation in written text. 1. Use a simple pre-writing strategy for a paragraph. 2. Compose a paragraph with a main idea and supporting details.

1. Teacher observations taken during “The First Twenty Days”. 1. Teacher observations during shared writing and conferences. 2. Students will provide examples of the four typel of sentences in writer’s notebook. 3. Use scoring guide to assess written text foe capitalization and punctuation. 1. Students will listen to examples of paragraphs and observe how paragraphs are written to incorporate into their own writing. 2. Various graphic organizers for planning a paragraph. 3. Use scoring guide to compose and assess a paragraph.

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2010 _____________


October

I. Grammar GLE: W2Ed II. Writing process GLE: W2Ba, W1Aa, W1Ab, W1Ac, W1Ad, W1Ae

1. Identify and use common and proper nouns in written text. 2. Identify and use pronouns in written text. 3. Identify and use different types of verbs in written text. 1. Ideas Trait: Brainstorm and explore ideas for writing. 1. Take one idea through the writing process.

1. Teacher observations during shared writing and conferences. 2. Model and cooperatively create T chart of common and proper nouns. 3. Students will identify common and proper nouns and use correctly in their writing. 1. Listen to various published works to generate ideas. Model and cooperatively create list on chart paper and in writer’s notebook. 2. Students will draft pieces based on ideas from stories read. 3. Cooperatively create a T chart with just right ideas for writing and ideas that are too big. 1. Teacher observations during conferencing for ideas. 2. Take idea through the writing process. a. Pre-write b. First draft c. Revise d. Edit

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2010 _____________


November

I. Grammar GLE: W2Ee II. Writing Process GLE: W3Ab, W2Eb, W2Ba, W2Bb, W2Ca

1. Identify and use compound works in written text. 2. Identify and use contractions in written text. 3. Identify the five parts of a letter with correct punctuation. 1. Plan and compose a friendly letter. 2. Write a friendly letter from characters point of view. 3. Compose text showing awareness of the organization trait.

1. Teacher observations during guided writine and conferences. 2. Cooperative groups in workstations. 1. Teacher observations during shared writing and guided writing. 1. Model and cooperatively create letter to another class. 2. Students will use a scoring guide to plan, compose, and self assess a friendly letter. 1. Model and cooperatively compose a letter in shared writing. 2. Students will use a scoring guide to plan, compose and self assess a friendly letter. 3. Students will respond to given text by writing a letter in certain characters’ points of view. 1. Students will listen to published works strong in organization and incorporate strategies in their own writing. 2. Students will compose text showing organization with a clear controlling idea. 3. Students will compose text with a clear beginning, middle and end.

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2010 _____________


December

I. Grammar GLE: W2Ed, W2D II. Writing Process W3Aa, W1Aa, W1Ab, W1Ac, W1Ad, W1Ae

1. Compose text showing awareness of adjective and adverbs. 1. Compose descriptive text using appropriate text features. 2. Compose text showing awareness of work choice.

1. Students will identify adjectives and adverbs and use correctly in their own writing. 2. Cooperative groups in workstations. 1. Model and cooperatively create descriptive text. 2. Listen to descriptive without showing illustrations, students will sketch what they visualize. 3. Use scoring guide to take one descriptive piece through the writing process. 1. Listen to examples of Word Choice in published works and incorporate into their own writing. 2. Take one descriptive piece through the writing process.

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2010 _____________


January

I. Grammar W2Ee II. Writing Process GLE: W3Aa, W1Aa, W1Ab, W1Ac, W1Ad,

1. Identify and use homophones correctly in written text. 2. Identify and use words with affixes in written text. 3. Identify and use possessive nouns in written text. 1. Compose expository text with appropriate text features. 2. Identify and use the Voice trait in written text.

1. Students will visualize and sketch pictures for homophones. 2. Teacher observations during read alouds, shared writing and conferences. 1. Teacher observations during shared writing and conferences. 2. Cooperative groups in workstations. 1. Teacher observations during shared writing and conferences. 2. Cooperative groups in workstations. 1. Listen to examples of expository text. Model and cooperatively compose expository text during shared writing. 2. Use scoring guide to take one expository piece through the writing process. 1. Listen to examples of Voice in published works to incorporate in their own writing. 2. Teacher observations during shared writing and conferences. 3. Voice scoring guide.

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2010 _____________


February

I. Grammar II. Writing Process GLE: W1Aa, W1Ab, W1Ac, W1Ad

1. Identify and use quotation marks for dialogue 2. Identify and use comparative and superlative adjectives in written text. 1. Students will identify characteristics of different types of poetry. 2. Identify and compose text showing an awareness of sentence fluency.

1. Teacher observations during shared writing and conferences. 2. Students will listen to examples of dialogue and observe how dialogue is written in published works. Students will compose a written piece containing dialogue. 1. Teacher observations during shared writing and conference. 2. Cooperative groups in work stations. 1. Students will listen to various examples of poetry and incorporate into their own writing. 2. Students will listen to various published poems and illustrate their visualizations. 1. Listen to examples of sentence fluency in published works and incorporate into their own writing. 2. Teacher observations during read alouds, shared writing and conferences.

Curriculum Map


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March

I. Grammar GLE: W2Ea, W2Eb, W2Ec, W2Ed, W2Ee II. Writing Process GLE: W1Aa, W1Ab, W1Ac, W1Ad, W1Ae

1. In written text edit to produce a final copy including: a. Capitalization b. Punctuation c. Verbs that agree with subject and comparative and superlative forms of adverbs and adjectives. d. Correctly spell simple compounds, homophones, contractions and words with affixes. e. Use standard spelling and classroom resources, including dictionary to edit for correct spelling. 1. Writing to a prompt

1. Teacher observations taken during small groups and individual conferences. 2. MAP scoring guide 1. Model and cooperatively create chart describing steps to take when writing to a prompt. 2. Teacher will model and cooperatively compose text in response to a writing prompt. 3. Teacher observations during shared writing and conferences. 4. MAP scoring guide

Curriculum Map


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April/May

I. Grammar GLE: W2Ea, W2Eb, W2Ec, W2Ed II. Writing Process GLE: W3Ab

1. Edit for all conventions, including: a. Capitalization b. Punctuation c. Verbs that agree with subject and comparative and superlative forms of adverbs and adjectives. d. Correctly spell simple compounds, homophones, contractions and words with affixes. e. Use standard spelling and classroom resources, including dictionary to edit for correct spelling. 1. Compose text emphasizing the format of a diary/journal entry. 2. Respond to written text in journal form from different characters’ points of view.

1. Teacher observations during small group and individual conferences. 2. MAP scoring guide 1. Students will listen to published works written in journal/diary format and incorporate into their own writing. 2. Scoring guide to assess correct form of journal entry and information from characters’ point of view.

Curriculum Map


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Documents

Curriculum Map Grade: Third Grade Reading/Writing · PDF fileCurriculum Map Grade: ... II. Vocabulary GLE: R1Ec Reading GLE: R3B, R1Fa IV. Comprehension GLE: R1Fa 1. Build concept