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*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
EXPLANATION OF COLOR-CODING IN K-6 READING INSTRUCTIONAL GUIDES FOR THE 2021-2022 SCHOOL YEAR
The chart below will be helpful to teachers in understanding the changes to the K-6 Reading curriculum that were made based on the above analysis of the reading curriculum. Many of the changes to the K-6 reading curriculum were made based on the recommendations from the SAP guidance document. Below you will find explanations of the color-coding system you will see in the Reading K-6 instructional guides.
Color Meaning
White/No Color
(No change; standard, grade-level content)
Essential grade level content
Grey Highlight
(Supplemental) Consider skipping; add in, time permitting, if students have mastered essential and recommended grade-level content
Light Blue Highlight Light Blue
(Recommended)
Content should be taught; however, if needed, skill could be incorporated during other parts of the lesson (e.g. writing, small group)
Yellow Highlight Yellow
(Replacement to Journeys )
&
K-2: Heggerty Phonemic Awareness lessons replace Journey’s phonemic awareness lessons
K-3: CKLA lessons replace some Journey’s Read-Aloud lessons
K-6: Additional SUTW lessons replace Journey’s writing
Yellow Highlight Yellow
Recommendations
from SAP Guidance document added to IGS
(new in 2020-2021 IG)
The central understanding and essential TDQs (text dependent questions) added for the anchor text (K-6) and read-alouds (K-2) NOTE: TDQ = HOT! Questions in grades 3-6 and second half of grade 2)
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. lessons
Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, R10, W8, W9
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline, Unit, CCLS
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Sept. 8-18 TBD
Sept. 13-24
Unit: 1 Lesson: 1 Topic: Education Domain: Community EQ: How is learning at school different from learning it at home?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 1 LETRS Explicit Phonics Lesson Plan Phonics: RF. 3.3 (3RF3)
• Short vowels: a, e, i, o, u
• Words with VCCV pattern
Fluency: RF.3.4 (3RF4)
• Accuracy
Selections: RL/I.3.10 (3R10)
• A Fine, Fine School (Humorous Fiction)
• One-room Schoolhouses (Informational)
Central Understanding:
• Learning does not only take place in school, but in life's everyday experiences too!
Central Understanding Skill:
• Analyze story structure - plot, characters, setting RL.3.3; RL.3.5 (3R3; 3R5)
• Analyze illustrations RL.3.7 (3R7)
• Compare texts RL.3.9 (3R9)
Strategy: RL.3.2; RI.3.2 (3R2; 3R2)
• Summarize Supplemental Higher Order Oral
Response Questions (HOT!)
Grammar: L.3.1i; L.3.2 (3L1i;3L2)
• Simple sentences (subject and predicate) {*SUTW E29-a}
• Review capitalization and punctuation
Spelling: RF.3.3 (3RF3)
• Short vowels
Vocabulary: L.3.6 (3L6)
• principal, soared, strolled, worried, proud, announced, fine, certainly
• Academic and domain
specific words
Vocabulary Strategy:
• Context clues
Writing: W.3.4; W.3.10 (3W4; 3W10)
• Genre: Narrative writing W.3.3 (3W3)
• Form: Descriptive
paragraph
• Focus trait: Word Choice {*SUTW E41a}
Speaking/Listening: (3R2; 3SL2;
3SL5)
Read Aloud: CKLA: Domain 1 -
Lesson 1 Classic Tales Wind in the
Willows
Central Understanding & Key
TDQs
Supplemental Constructed Response
Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 14-20, 21-27, 28-34 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Sept. 27- Oct. 8
Unit: 1
Lesson: 2 Topic: Court System
Domain: Civics
EQ: Why are courts an important part of our government?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 2
LETRS Explicit Phonics Lesson Plan
Phonics: (3RF3)
• Long vowels: a, e, i, o, u
• VCe words
Fluency: (3RF4a; 3RF4b)
• Phrasing
Selections: (3R10)
• The Trial of Cardigan Jones (Fantasy)
• You Be the Jury (Informational)
Central Understanding
Skill: (3R1; 3R2; 3R5)
• Draw conclusions
• Evaluate effect of author’s
word choice
• Analyze headings Strategy:
• Infer, predict
Supplemental Higher Order
Oral
Questions (HOT!)
Grammar: (3L1i; 3L2)
• Sentence types {*SUTW E2-31a}
Spelling: (3RF3)
• VCe words {*SUTW E2-13e}
Vocabulary: (3L6)
• trial, jury, convinced, guilty, pointed, hones, murmur, stand
• Academic and domain specific words
Vocabulary Strategy: L.3.4d (3L4d)
• Dictionary/glossary
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Dialogue
• Focus trait: Ideas {*SUTW E2-31a}
Speaking/Listening: (3R2; 3SL2; 3SL5)
Read Aloud: Journeys: Sequoyah!
• Determine the main ideas and supporting details
Central Understanding & Key TDQs
Supplemental Constructed Response
Questions (HOT!)
NOTES Suggested scaffolding technique: Chunking – pp. 50-56, 57-62, 63-69
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline
Unit/Topic Reading Strand
Foundational skills Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Oct. 12-22
Unit: 1 Lesson: 3
Topic: Volunteers Domain: Community EQ: Why is volunteering good for a community and its people?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 3
LETRS Explicit Phonics Lesson Plan Phonics:(3L2f)
• Common vowel pairs: ai, ay, ee, ea
Fluency: RF.3.4 (3RF4)
• Reading rate
Selections: (3R10)
• Destiny’s Gift (Realistic fiction)
• Kids Making a Difference (Informational)
Central Understanding
Skill: (3R3)
• Understanding characters
Strategy: (3R2, 3R3)
• Analyze/evaluate Supplemental Higher Order Oral Questions (HOT!)
Grammar: (3L1i)
• Compound sentences
Spelling: (3RF3)
• Long a and e
Vocabulary: (3L6)
• afford, customers, contacted, raise, earn, figure, block, spreading
• General academic and domain
specific words
Vocabulary Skill: (3L5)
• Antonyms
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Personal paragraph
• Focus trait: Voice
Speaking/Listening: (3R2; 3SL2; 3SL5)
Read Aloud: Journeys: Open Your Eyes!
• Ask and answer questions
Central Understanding & Key TDQs
Supplemental Constructed
Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 86-93, 94-101, 102-109
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Oct. 25 – Nov. 4
Unit: 1 Lesson: 5 Topic: Sports Domain: Recreation and Travel EQ: What are traits of a hero?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 4 LETRS Explicit Phonics Lesson Plan Phonics: (3L2f)
• Long i spelled i, ie, igh
Fluency:
• Intonation
Selections: (3R10)
• Roberto Clemente (Biography)
• Baseball Poems (Poetry)
Central Understanding
Skill:
• Cause/effect (3R3)
• Literal and nonliteral meanings (3R4)
Strategy: (3L5a)
• Visualize Supplemental Oral Response Questions (HOT!)
Grammar: (3L1b)
• Plural nouns with –s, -es *{SUTW E2-26b}
Spelling:
• Long i spelled i, ie, igh
Vocabulary: (3R4; 3L6)
• stands, fans, score, league,
slammed, polish, style,
pronounced
• General academic and domain
specific words
Vocabulary Skill: (3L4b)
• Prefix mis-
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Personal narrative
• Focus Trait: Sentence
fluency
Speaking/Listening: (3R2; 3SL2;
3SL5)
Read Aloud: Journeys: The
Tennessee Tornado
• Speak in complete sentences
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 161-171, 172-180, 181-189 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Nov. 5-17
Unit: 2 Lesson: 6 Topic: Mammals Domain: Life Science EQ: What makes bats interesting and useful?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 5 LETRS Explicit Phonics Lesson Plan Phonics: (3L2f)
• VCV pattern words
• Long e spelled y
Fluency: (3RF4)
• Reading rate
Selections: (3R10)
• Bat Loves the Night (Narrative
nonfiction) • A Bat Is Born (Poetry)
Central Understanding
Skill: (3R3; 3R8)
• Sequence of events
Strategy: (3RF1)
• Question Supplemental Oral Response Questions (HOT!)
Grammar: (3L1a)
• Verbs
Spelling: (3RF3)
• Short and long vowels
Vocabulary: (3R4; 3L6)
• twitch, swoops, squeak, echoes, detail, slithers, dozes, snuggles
• General academic and domain
specific words
Vocabulary Strategy: (3L2e;
3L4b)
• Suffixes –able, -ible {*SUTW E2-26a}
Writing: (3W4; 3W10)
• Genre: Opinion writing: (3W1)
• Form: Response paragraph
• Focus Trait: Ideas
• IVF/Color Code
• Transitions {*SUTW E1-24, 25abc, E5-2a, 3a ,b, 5b,c, 19, 20a}
Speaking/Listening: (3R2; 3SL2; 3SL5)
Read Aloud: CKLA: Domain 2 - Lesson 1
Classifying Animals by Characteristics
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 210-215, 216-220, 221-225
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Nov. 18– Dec. 1
Unit: 2 Lesson: 7 Topic: Visual arts Domain: The arts EQ: How do pictures help tell a story?
Phonemic Awareness (1RF2)
• Heggerty Primary Week 6 LETRS Explicit Phonics Lesson Plan Phonics: (3L2f)
• Three letter clusters: scr,
spr, str, thr
• Vowels ew, ue
Fluency: (3RF4a)
• Expression
Selections: (3R10)
• What Do Illustrators Do? (Informational)
• Jack Draws a Beanstalk (Traditional tale)
Central Understanding
Skill: (3R3; 3R8)
• Text and graphic features
• Sequence of events
Strategy: (3R2, 3R3)
• Analyze/evaluate
Supplemental Oral Response Questions
(HOT!)
Grammar: (3L1e)
• Verb tenses
Spelling: (3L2f)
• Three letter clusters
Vocabulary: (3L6)
• imagine, tools, illustrate, scribbles, sketches, tracing, research, textures
• General academic and domain
specific words
Vocabulary Strategy: (3L5)
• Synonyms
Writing: (3W4; 3W10)
• Genre: Opinion writing (3W1)
• Form: Opinion paragraph
• Focus Trait: Organization
Speaking/Listening: (3R2; 3SL2;
3SL5)
Read Aloud: Journeys: Louis Braille! Boy Inventor
• Determine the main idea and supporting details
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES Suggested scaffolding technique: Chunking – pp. 242-248, 249-255, 256-261 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Dec. 2-13
Unit: 2
Lesson: 8
Topic: Traditions Domain: Cultures EQ: What do traditional tales tell readers about life?
Phonics: (3RF3e)
• Silent letters: kn, wr
• Stable syllable -le
Fluency: (3RF4a)
• Stress
Selections: (3R10)
• The Harvest Birds (Folktale)
• The Treasure (Folktale)
Central Understanding
Skill:
• Draw conclusions (3R2)
• Literal and nonliteral meanings (3R4); (3L5a)
Strategy:
• Infer/predict Supplemental Oral Response Questions
(HOT!)
Grammar: (3L2b)
• Using commas
• Commas in dates and places
{*SUTW E2-39a,b}
Spelling: (3RF3e)
• Unexpected consonant spellings
Vocabulary: (3L6)
• harvest, separate, ashamed, borders, advice, borrow, patch, serious
• General academic and domain
specific words
Vocabulary Strategy: (3L4a)
• Context clues
Writing: (3W4; 3W10)
• Genre: Opinion writing: (3W1)
• Form: Response paragraph
• Focus Trait: Word choice
Speaking/Listening: (3SL4);(3SL6)
Read Aloud: CKLA: Domain 8 -
Lesson 3 Native Americans of the
Southwest
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 278-284, 285-291, 292-297
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening Strands
Dec. 14-23
Unit 2
Lesson 9 Topic: Performing Arts
Domain: The Arts EQ: How is a live performance different than other kinds of entertainment?
Phonics: (3RF3)
• Vowel dipthongs: ow, ou LETRS Explicit Phonics Lesson Plan
Fluency: (3RF4b)
• Intonation
Selections: (3R10)
• Kamishibai Man (Realistic Fiction)
• The True Story of Kamishibai (Informational)
Central Understanding
Skill:
• Main idea and details (3R2)
• Cause and Effect (3R8)
Strategy:
• Monitor/ Clarify (3RI4) Supplemental Oral Response
Questions (HOT!)
Grammar: (3L1c)
• Abstract nouns {*SUTW E2-19b}
Spelling: (3RF3)
• Vowel sound in town
Vocabulary: (3R5); (3L6)
• familiar, applause, vacant,
rickety, blurry, blasted, jerky,
rude
• General academic and domain
specific words
Vocabulary Strategy: (3L5)
• Dictionary/Glossary
Writing: (3W4; 3W10)
• Genre: Opinion writing (3W1)
• Form: Response to
literature; response essay
• Focus Trait: organization
Speaking/Listening: S (3SL1; 3SL3)
Read Aloud: Journeys: The Magical Art of Mime
• Ask and answer questions
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 320-326, 327-334, 335-341 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Jan. 3 - 12
Unit 3: Lesson: 11 Topic: Technology and
Innovations
Domain: Inventions EQ: How do inventions help athletes?
Phonics: (3RF3)
• Vowel diphthongs oi, oy
Fluency: Phrasing
Selections: (3R10)
• Technology Wins the Game (Informational)
• Science for Sport Fans (Informational)
• Amos & Boris (extended independent reading, option for small group time)
Central Understanding
Skill: (3R5)
• Sequence of events
• Text and graphic features
Strategy: (3R1)
• Question Supplemental Oral Response
Questions (HOT!)
Grammar: (3L1f)
• More plural nouns
Spelling: (3RF3e)
• Vowel sound in joy
Vocabulary: (3R5; 3L6)
• contribute, athletes, improve, power, process, flexible, fraction, compete
• General academic and
domain specific words
Vocabulary Strategy: (3RF3a)
• Suffixes –less, -ful, -ous {*SUTW E2- 26a}
Writing: (3W4; 3W10)
• Genre: Informative writing
(3W2)
• Form: Cause and effect paragraphs
• Focus Trait: Word choice
Speaking/Listening: (3SL4);(3SL6)
Read Aloud: Journeys: J. Block
Central Understanding & Key TDQs
Supplemental Constructed Response
Questions (HOT!)
Suggested scaffolding technique: Chunking – pp. 402-405, 406-409, 410-413
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
11
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening Strands
Jan. 13-25
Unit: 3
Lesson: 13
Topic: People and
animals
Domain: Social relationships EQ: Why are stories from different cultures important?
Phonics: (3L1; 3RF5; 3W5)
• Contractions with n’t, ‘d, ‘ve
• Vowels au, aw, al
Fluency: (3RF4a; 3RF6)
• Reading rate
Selections: (3R10)
• Yonder Mountain: A Cherokee Legend
(Legend) • The Trail of Tears (Informational)
Central Understanding
Skill: (3R2; 3R3)
• Compare and contrast (3R9)
• Story message
• Strategy: (3R2, 3R3) Analyze/evaluate
Supplemental Oral Response Questions
(HOT!)
Grammar: (3L1f)
• Subject-verb agreement {*SUTW E2-40a,b}
Spelling: (3L1; 3W5)
• Contraction
Vocabulary: (3L4a; 3L6)
• examined, peak, fondly, steep, rugged, mist, pausing, pleaded
• General academic and domain
specific words
Vocabulary Strategy: (3L5)
• Homophones and
homographs
Writing: (3W4; 3W10)
• Genre: Informative Writing
(3W2) • Form: Informative
paragraph
• Compare/contrast
• Focus Trait: Organization {*SUTW E1-34b}
Speaking/Listening: (SL. 3.3; SL.3.1c)
Read Aloud: CKLA Domain 8 Lesson 7 Native Americans of the Southeast
• Ask questions
Central Understanding & Key
TDQs
Supplemental Constructed
Response Questions (HOT!)
NOTES Suggested scaffolding technique: Chunking – pp. 470-476, 477-481, 482-487 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
12
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand Writing, Speaking & Listening
Strands
Jan. 26 – Feb. 4
Unit: 3 Lesson: 14
Topic: People and animals Domain: Social relationships EQ: What are some of the benefits of dogs interacting with people?
Phonics: (3R5)
• Words with –are, -or -ore
Fluency: (3R4)
• Accuracy
Selections: (3R10)
• Aero and Officer Mike (Informational)
• Kids and Critters: A Nature Newsletter (Informational)
Central Understanding
Skill: (3R6)
• Author’s purpose
• Point of view
Strategy:
• Summarize {*SUTW E1-24b}
Supplemental Oral Response Questions (HOT!)
Grammar: (3L1f)
• Pronoun-verb agreement
Spelling:
• Vowel + /r/ sound
Vocabulary: (3R4;3R6)
• lying, loyal, partners, shift, quiver, patrol, ability, snap
• General academic and domain specific words
Vocabulary Strategy: (3L4b; 3RF5)
• Prefixes: -in,-im
Writing: (3W4; 3W10)
• Genre: Informative writing (3W2)
• Form: Informative paragraph
• Problem/solution
• Focus Trait: Organization {*SUTW E4-11a,b; 12a,b}
Speaking/Listening: (3SL2)
Read Aloud: Journeys: More than a Pet
• Determine the main idea and supporting details
Central Understanding & Key TDQs
Supplemental Constructed Response
Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 504-510, 511-516, 517-521 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
13
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Feb. 7-16
Unit: 3 Lesson: 15
Topic:
Cooking Domain: Health and
safety
EQ: Why are safety rules important?
Phonics: (3RF5)
• Words with –er, -ir, -ur, - or
Fluency: RF.3.4b (3RF4a)
• Expression
Selections: (3R10)
• Extra-good Sunday (Humorous
fiction) • Imagine a Recipe (Informational)
Central Understanding
Skill: (3R3; 3R7; 3L6)
• Understanding characters
• Formal and informal language
Strategy:
• Infer/predict
Supplemental Oral Response Questions (HOT!)
Grammar: 3L1e
• Verb tenses
Spelling: (3RF5)
• Vowel plus /r/ sound in nurse
Vocabulary(3L4a; 3L6)
• festive, ingredients, degrees, recommended, anxiously, across, remarked, tense
• General academic and domain
specific words
Vocabulary Strategy:
• Using a thesaurus
Writing: (3W4; 3W10)
• Genre: Informative writing
(3W2)
• Form: Explanatory essay
• Focus Trait: Ideas {*SUTW E2-9b, E4-2a}
Speaking/Listening: (3R2)
• Retell the main plot events
Speaking/Listening Skill: (3SL1)
Read Aloud: Journeys: Give Yourself a
Gift
• Hold a group discussion
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 538-544, 545-551, 552-557
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
14
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Feb. 17- Mar. 7
Unit: 4
Lesson: 16
Topic: General Science Domain: Conservation EQ: Why is it important to take care of our environment?
Phonics: (3RF3e)
• Vowel /r/ sounds in air and fear
Fluency: (3RF4a; 3RF4a)
• Intonation
Selections: (3R10)
• Judy Moody Saves the World
(Humorous fiction)
• My Smelly Pet (Humorous fiction)
Central Understanding
Skill: (3R3; 3R5)
• Story structure
• Theme (3R2)
Strategy: (3R3)
• Monitor/clarify Supplemental Oral Response Questions
(HOT!)
Grammar: (3L1a)
• Adjectives and articles
Spelling: (3L2f)
• Words with air, ear, are
Vocabulary: (3L6)
• recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, global
• General academic and domain specific words
Vocabulary Strategy: (3L5a)
• Context clues
Writing: (3W4; 3W10)
• Genre: Opinion writing (3W1)
• Form: Persuasive letter
{*SUTW E2-2a,b}
• Focus Trait: Idea {*SUTW E5-2a, 9a}
Speaking/Listening Skill: (3SL3)
Read Aloud: Journeys: Counting Cans
• Ask and answer
questions
Central Understanding & Key
TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 14-21, 22-29, 30-37 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax
Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
15
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
March 8-17
Unit: 4 Lesson: 17 Topic: Fossils Domain: Earth Science EQ: What can fossils tell us about the past?
Phonics: (3RF3c; 3RF3e)
• VCCCV pattern
• /s/ spelled c, /j/ spelled g
Fluency: (3RF4a)
• Stress
Selections: (3R10)
• The Albertosaurus Mystery (Informational)
• Finding Fossils for Fun (Informational)
Central Understanding
Skill: (3R6; 3R7)
• Draw conclusions
• Point of view
Strategy: (3R7)
• Visualize Supplemental Oral Response
Questions (HOT!)
Grammar: (3L1g)
• Adjectives and compare {*SUTW E2-22a}
Spelling: (3L2f)
• Words with /j/ and /s/
Vocabulary: (3R4; 3L6)
• fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, location
• General academic and
domain specific words
Vocabulary Strategy: (3RF3a; 3RF3d)
• Suffix –ly
Writing: (3W4; 3W10)
• Genre: Opinion Writing 3W1
• Form: Opinion paragraph
• Focus Trait: Voice *SUTW E5-2b, 3a, 22a, 23a, 24b}
Speaking/Listening: (3R1; 3SL3; 3SL6)
Read Aloud: Journeys: Otzi’s Story
Answer questions in complete
sentences
Central Understanding & Key TDQs
Speaking/Listening Skill: (3SL3; 3SL6)
• Ask and answer questions
Supplemental Constructed Response
Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 58-63, 64-69, 70-75
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
16
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening Strands
March 18-29
Unit: 4 Lesson: 18 Topic: Trees Domain: Life science EQ: What are some differences among types of trees?
Phonics: (3RF3c; 3RF3e)
• Words with /k/ and /kw/
• Stable syllable -tion, -ture
Fluency: (3RF4a)
• Expression
Selections: (3R10)
• A Tree Is Growing (Informational)
• Stopping by Woods on a Snowy
Evening (Poetry)
Central Understanding
Skill: (3R5; 3R7)
• Text and graphic features
• Domain specific vocabulary
Strategy: (3R1)
• Question Supplemental Oral Response
Questions (HOT!)
Grammar:
• Using be and helping verbs
Spelling: (3L2f)
• Words with /k/ and /kw/
Vocabulary: (3L6)
• pollen, store, clumps, passages,
absorb, throughout, coverings,
spines, tropical, dissolve
• General academic and domain specific words
Vocabulary Strategy: (3L4c)
• Word roots
Writing: (3W4; 3W10)
• Genre: Opinion (3W1)
• Form: Problem and solution paragraph {*SUTW E5-1a, 3a}
• Focus Trait: Word choice
Speaking/Listening: (3SL3; 3SL6)
Read Aloud: Journeys: The World
Tree
• Ask and answer questions in complete sentences
Central Understanding & Key
TDQs Speaking/Listening Skill: (3SL5)
• Create an
audio
recording
Supplemental Constructed
Response Questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 92-99, 100-108, 109-115
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
18
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
Mar. 30- Apr. 20
Unit: 4 Lesson: 19 Topic: Social relationships Domain: Community EQ: How do members of a community help each other?
Phonics: (3RF3)
• Vowel sounds in spoon and wood
Fluency: (3RF4a)
• Reading rate
Selections: (3R10)
• Two Bear Cubs (myth/play)
• Whose Land Is It?
(informational)
• Boy, Were We Wrong About
Dinosaurs! (extended
independent reading, option for
small group time)
Central Understanding
Skill: (3R2; 3R5)
• Story structure
• Story message
Strategy: (3R2)
• Summarize Supplemental Oral Response Questions (HOT!)
Grammar: (3L1d)
• Irregular verb {*SUTW E2-20a}
Spelling: (3L2f)
• Vowel sounds in spoon and wood
Vocabulary: (3L6)
• scolding, greedily, ignores, hesitation, burden, glancing, base, console, drowsy, heroic
• General academic and domain specific words
Vocabulary Strategy: (3RF3a)
• Prefixes pre-, re-, bi-
Writing: (3W4; 3W10)
• Genre: Opinion writing (3W1)
• Form: Persuasive essay {*SUTW E5-2b}
• Focus Trait: Ideas {*SUTW E5-3a, 4b, 7a,b,c}
Speaking/Listening: (3SL4)
Read Aloud: CKLA Domain 8 - Lesson
6 Native Americans of the Northeast
Central Understanding & Key TDQs
Supplemental higher-order constructed
response questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking - pp. 132-139, 140-146, 147-151 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
19
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline
Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand Writing, Speaking & Listening
Strands
April 21 – May 2
Unit: 5
Lesson: 21 Topic: Pioneer life Domain: American history
EQ: What was life on the prairie like for the pioneers?
Phonics: (3RF3c)
• Words with –ed, -ing
Fluency: (3RF4a)
• Intonation
Selections: (3R10)
• Sarah, Plain and Tall (Historical fiction)
• Wagons of the Old West (Informational)
Central Understanding
Skill: (3R3; 3R6; 3R7)
• Story structure
• Point of view
Strategy: (3R5)
• Monitor/clarify
Supplemental Oral Response Questions (HOT!)
Grammar: (3L1g)
• Adverbs that compare {*SUTW E2-23b}
Spelling: (3L2e)
• Words with -ed, -ing {*SUTW E2-13e, 26a}
Vocabulary:
• prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle
• General academic and
domain specific words
Vocabulary Strategy: (3RF3c; 3L4b)
Prefix non-
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Fictional narrative
paragraph
• Focus Trait: Word Choice {*SUTW E6-1a, 2a, 4a, 5a,b, 10a, 18a,b, 19a}
Speaking/Listening Skill: (3SL1a)
Read Aloud: CKLA Domain 8 -
Lesson 3 Native Americans of the
Greater Mississippi Area
Central Understanding & Key TDQs
Supplemental higher-order
constructed response questions (HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 206-211, 212—217, 218-222 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
20
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
May 3-16
Unit: 5 Lesson: 23
Topic: Sending
messages
Domain:
Communication
EQ: How can people communicate over long distances?
Phonics: (3RF3a; 3RF3d)
• Suffixes –er, -ly, -est, -ous, -y
Fluency: (3RF4a)
• Reading rate
Selections: (3R10)
• The Journey of Oliver K. Woodman (Fantasy)
• Moving the U.S. Mail (Informational)
Central Understanding
Skill: (3R3; 3R5; 3L3b; 3L6)
• Formal and informal language
• Sequence
Strategy: (3R2, 3R3)
• Analyze /evaluate
Supplemental Oral Response
Questions (HOT!)
Grammar: (3L2d)
• Possessive nouns and pronouns {*SUTW E2-18b}
Spelling: (3L2e)
• Suffixes –ful, -ly, -er {*SUTW E2-13e, 26a}
Vocabulary: (3L6)
• sincere, managed, loaded, loveliest, conversations, inspired, reunion, currently, pleasure, terror
• General academic and domain
specific words
Vocabulary Strategy: (3RF3; 3L4b)
• Suffixes –er, -est
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Dialogue (3L2c)
• Focus Trait: Voice *SUTW E2-28a,b}
Speaking/Listening: (3SL3; 3SL6)
Read Aloud: Journeys: Piggy Goes to Town
• Speak in complete sentences when answering questions
• Recount an experience
Central Understanding & Key TDQs
Supplemental Constructed Response Questions (HOT!)
NOTES Suggested scaffolding technique: Chunking – pp. 272-280, 281-288, 289-295 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
21
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
May 17-26
Unit: 5 Lesson: 24 Topic: Volcanoes Domain: Earth science EQ: What changes do volcanoes cause?
Phonics: (3RF3a; 3RF3c)
• Prefixes un-, pre-, re-, bi-
Fluency: (3RF4a)
• Accuracy
Selections: (3R10)
• Dog-of-the-Sea–Waves (Realistic
Fiction) • The Land Volcanoes Built
(Informational)
Central Understanding
Skill: (3R1; 3R2; 3R7)
• Author’s purpose
• Analyze illustrations
Strategy: (3R1)
• Question Supplemental Oral Response
Questions (HOT!)
Grammar: (3L1i)
• Complex sentences
Spelling: (3RF3a; 3L2f)
• Prefixes re-, un- {*SUTW E2-13e}
Vocabulary: (3L6)
• voyage, lava, rippled, arrival, guided, twisted, aboard, anchor, spotted, bay
• General academic and domain
specific words
Vocabulary Strategy: (3L5c)
• Shades of meaning
Writing: (3W4; 3W10)
• Genre: Narrative writing (3W3)
• Form: Fictional
narrative
• Focus Trait: Ideas {*SUTW E6-6b,c,d,e, 9c}
Speaking/Listening: (3SL1c; 3SL1d)
Read Aloud: Journeys: Mapping the World
• Ask and answer questions
Central Understanding & Key TDQs
Supplemental higher-order constructed response questions
(HOT!)
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
Grade 3 BPS Instructional Guide for Literacy SY 2021-2022
22
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening Strands
May 27- June 23
Unit: 6
HMH Trade Books: Donavan’s Word Jar (Realistic Fiction)
RL/I.3.10 (3RI10)
See Lessons below
Supplemental higher order constructed
response questions (HOT!)
Trade book HOT! questions
• Use strategies from SUTW
Supplemental higher order constructed response questions
(HOT!)
Trade book HOT! questions
NOTES
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
23
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy
SY 2021-2022 Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
May 27– June 1
Unit: 6
Lesson: 26
Chapters 1 - 2
Fluency: (3RF4a)
• Accuracy
Selections: (3R10)
Donavon’s Word Jar (Realistic
fiction)
Central Understanding
Chapters 1 – 2 T242 – T251
Skill: (3R3, 3L3)
• Characters: Infer Information
about Characters
• Word Choice Strategy: (3R2, 3R3)
• Analyze /evaluate
Supplemental Higher Order Oral
Response Questions (HOT!) Trade book HOT! questions
Vocabulary: (3L6)
• enjoyed, stamped, collection,
event, amusement,
dictionary, slips, private,
property, brim
• Read aloud vocabulary:
knack revealed, alarmed,
challenge
• Terms about Literature:
characters, traits, infer,
analyze, evaluate, word
choice
Vocabulary Strategy: (3L4b)
• Suffixes: -ion
Writing: (Life Long Practices of Writers, 3L3)
• Use SUTW strategies • Word Choice
Speaking/Listening: (3SL1, 3SL2, 3SL3)
Read Aloud: Journeys: Collecting Can be Fun
• Build background
• Summarize
Central Understanding & Key TDQs
Supplemental Higher Order
Constructed Response Questions (HOT!)
Trade book HOT! questions
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
24
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy
SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
June 2 – 6
Unit: 6
Lesson: 27
Chapters 3 – 4
Fluency: (3RF4a)
• Intonation
Selections: (3R10)
Donavon’s Word Jar (Realistic
fiction)
Central Understanding
Chapters 3 – 4 T252 – T261
Skill: (3R2, 3L3)
• Cause and effect
• Word Choice Strategy: (3R2)
• Summarize Supplemental Higher Order Oral
Response Questions (HOT!) Trade book HOT! questions
Vocabulary: (3L6)
• counter, pleased, solution,
solve, advice, surprise,
details, suggestion, steady,
patterned
• Terms about Literature:
cause, effect, summarize,
infer, word choice
Vocabulary Strategy: (3L4a)
• Homophones/
Homographs
Writing: (Life Long Practices of Writers, 3L3)
• Use SUTW strategies • Word Choice
Speaking/Listening: (3SL1, 3SL2, 3SL3)
Read Aloud: page 17
• Fluency
Central Understanding & Key TDQs
Supplemental Higher Order
Constructed Response Questions (HOT!)
Trade book HOT! questions
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
25
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy
SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
June 7 – 10
Unit: 6
Lesson: 28
Chapters 5 - 6
Fluency: (3RF4a)
Selections: (3R10)
Donavon’s Word Jar (Realistic
fiction)
Central Understanding
Chapters 5 – 6 T262 – T271
Skill: (3R2, 3L3) Strategy: (3R2)
• Summarize Supplemental Higher Order Oral
Response Questions (HOT!) Trade book HOT! questions
Vocabulary: (3L6)
Vocabulary Strategy: (3L4a)
Writing: (Life Long Practices of Writers, 3L3)
• Use SUTW strategies Speaking/Listening: (3SL1, 3SL2,
3SL3)
Supplemental Higher Order
Constructed Response Questions (HOT!)
Trade book HOT! questions
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
26
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy
SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
June 13 –16
Unit: 6
Lesson: 29
Chapters 7 - 8
Fluency: (3RF4a)
• Intonation
Selections: (3R10)
Donavon’s Word Jar (Realistic
fiction)
Central Understanding
Chapters 7 - 8 T272 – T281
Skill: (3R2, 3L3) Strategy: (3R2)
• Summarize
Supplemental Higher Order Oral Response Questions (HOT!) Trade book HOT! questions
Vocabulary: (3L6)
Vocabulary Strategy: (3L4a)
Writing: (Life Long Practices of Writers, 3L3)
• Use SUTW strategies Speaking/Listening: (3SL1, 3SL2,
3SL3)
Supplemental Higher Order
Constructed Response Questions (HOT!)
Trade book HOT! questions
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7
27
*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).
Grade 3 BPS Instructional Guide for Literacy
SY 2021-2022
Timeline Unit/Topic
Reading Strand Foundational skills
Reading Strand
Comprehension
Vocabulary and Language Strand
Writing, Speaking & Listening
Strands
June 17- 23
Unit: 6
Lesson: 30
Chapters 9 - 10
Fluency: (3RF4a)
• Intonation
Selections: (3R10)
Donavon’s Word Jar (Realistic
fiction)
Central Understanding
Chapters 3 – 4 T282 – T291
Skill: (3R2, 3L3)
• Cause and effect
• Word Choice Strategy: (3R2)
• Summarize Supplemental Higher Order Oral
Response Questions (HOT!) Trade book HOT! questions
Vocabulary: (3L6)
Vocabulary Strategy: (3L4a)
• Homophones/
Homographs
Writing: (Life Long Practices of Writers, 3L3)
• Use SUTW strategies • Word Choice
Speaking/Listening: (3SL1, 3SL2, 3SL3)
Supplemental Higher Order
Constructed Response Questions (HOT!)
Trade book HOT! questions
NOTES
Suggested scaffolding technique: Chunking – pp. 312-317, 318-322, 323-329
myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7