Language Arts
Patricia T. D'Amore
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Literacy Grade 3

Mon, 2009-06-08 13:01 — admin

Curriculum:     Literacy

Grade:             Three- MP1

 
 

Comprehension Objectives/Indicators of Mastery
Comprehension Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
  • Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
  • Forming a general understanding:   Students will identify or infer important characters, settings, problems, events, relationships, and details within a written work.  (CMT obj: A-2)
  • Developing an interpretation:  Students will use stated evidence from the text to draw and/or support a conclusion.  (CMT obj. B-3)
  • Making connections: Text to self:  Students will make text-to-self connections regarding specific events in a text. (CMT obj. C-1)
  • Examining content and structure:  Students will select and use relevant information within a written work to extend or evaluate the work. (CMT obj: D-2)
Phonics/Spelling Objectives/Indicators of Mastery
Phonics:

The students will:

  • Recognize and use beginning and ending consonant clusters
  • Recognize and use vowel diagraphs
  • Recognize and use special vowels (ie- long e, ea- long a)
  • Recognize and use compound words
  • Recognize and use syllables
  • Recognize and use synonyms
  • Recognize and use antonyms
  • Recognize and use homophones
  • Recognize and use y as a vowel
  • Recognize and use variant vowels

Spelling

The students will spell words with:

  • R-Controlled vowel patterns
  • Other Common Long vowel patterns
  • Complex Consonant patterns

The students will utilize 275 high frequency words in their writing

 
 

Fluency Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.
Writing Objectives/Indicators of Mastery
Writing Process

Planning:

  • Students will willingly participate in the writing lesson and articulate ideas for a piece.
  • Students will use graphic organizers to plan their ideas (matrix)

Drafting

  • Students will use the matrix to write several sentences that include facts and details.

Revising and Editing

  • Students will add a word or phrase to their writing.

Sharing:

  • Students will willingly share writing with peers.

Reflecting:

  • Students will willingly talk about their writing piece during a conference.
  • Students will respond to writing of peers.

 
 

Writing Content

Ideas: 

  • Students will write to produce a snapshot and thoughtshot
  • Students will write about people and places

Organization: 

  • Students will use a matrix to list facts and details. 
  • Students will write paragraphs that include facts and details that answer who, what, where, when and why.

Word Choice:

  • Students will use precise words to give details.
  • Students will use sensory words to give the reader a picture in their mind.

Voice

  • Students will use words that sound like the writer.

Fluency

  • Students will write several sentences fluently.

Conventions

  • Students will keep appropriate spacing.
  • Students will include a capital letter at the beginning and a period at the end.
  • Students will include proper nouns.

 

 
 
 
 
 

Curriculum:      Literacy

Grade:               Three- MP2

 
 

Comprehension Objectives/Indicators of Mastery
Comprehension Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
  • Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
  • Developing an interpretation:  Students will use stated evidence from the text to draw and/or support a conclusion.  (CMT obj. B-3)
  • Connecting and reacting to text:  Students will identify the part of the text they think is the most interesting/surprising; Students will determine whether they would have wanted to be part of an experience described in a text. (CMT obj. C-2) 
  • Examining content and structure:  Author’s craft:  Students will identify elements of author’s craft that enhance a text’s meaning.  (CMT obj: D-1)
Phonics/Spelling Objectives/Indicators of Mastery
Phonics:

The students will:

  • Recognize and use r controlled vowels
  • Recognize and use homophones
  • Recognize and use vowel diphthongs
  • Recognize and use variant vowels au, aw
  • Recognize and use schwa sound
  • Recognize and use synonyms
  • Recognize and use antonyms
  • Recognize and use homophones
  • Recognize and use words with all short and long vowel combinations and patterns
  • Recognize and form plurals with –es and –y
  • Recognize and use plurals that change to –f and –v
  • Form plurals by adding –es to words that end in –f, -fe, or-lf
  • Recognize and use middle consonant sounds represented by double letters
  • Recognize and use consonant letters that represent no sound (silent consonants)
  • Recognize and use letters that represent two or more consonant sounds

 

Spelling

The students will spell words with:

  • Abstract Vowel patterns
  • Ed- Inflectional Endings

The students will utilize 300 high frequency words in their writing.

 
 

Fluency Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.

 
 
 
 
Writing Objectives/Indicators of Mastery

 

Writing Process

 

Planning:

  • Students will list moments that are “near and dear.”
  • Students will use graphic organizers to plan their ideas (matrix)

Drafting

  • Students will draft hooks, mighty middles and extended endings in their notebooks.

Revising and Editing

  • Students will add an adjective or phrase to their writing.
  • Students will add a one liner their writing.

Sharing:

  • Students will willingly share writing with peers.
  • Students will ask questions, provide feedback, and make connections to their peers writing.

Reflecting:

  • Students will willingly talk about their writing piece during a conference.
  • Students will respond to writing of peers.

 
 

Writing Content

Ideas: 

  • Students will include details by using sensory adjectives and odd details.
  • Students will write about important things, favorite places and people by using thought shots, snapshots and one-liners. 
  • Students will spot good/important ideas.

Organization: 

  • Students will use graphic organizers and templates to organize their thoughts. 
  • Students will write sentences that include facts and details that answer who, what, where, when and why.
  • Students will write 4 types of “hooks” (sound, action, dialogue, thought/question.)
  • Students will write “mighty middles” by organizing the most important events of a narrative in the order they occur.
  • Students will write “extended endings” by a writing memory, feeling, wish or hope, decision, or defining action.

Word Choice:

  • Students will use “odd details” to write small..
  • Students will use sensory words to give the reader a picture in their mind.
  • Students will use synonyms to replace “tired” words.
  • Students will use specific words to express feelings.

Voice

  • Students will use words to show the reader what a character feels.

Fluency

  • Students will write avoid a grocery list when writing.

Conventions

  • Students will use commas in a series and compound sentence.
  • Students will include a capital letter at the beginning and a period at the end.
  • Students will use appropriate punctuation for dialogue.

 

Curriculum:      Literacy

Grade:              Three – MP3

 
 

Comprehension Objectives/Indicators of Mastery
Comprehension Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
  • Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
  • Forming a general understanding:  Students will determine the main idea (nonfiction) or theme (fiction) within a written work. (CMT obj: A-1)
  • Forming a general understanding:  Students will select and use relevant information from a written work in order to summarize events and/or ideas in a text.  (CMT obj: A-3)
  • Forming a general understanding:  Students will use information from the text to make a prediction based on what is read. (CMT obj: A-4)
Phonics/Spelling Objectives/Indicators of Mastery
Phonics:

The students will:

  • Recognize and use schwa sound
  • Notice and use word parts to read a word
  • Recognize and use vowel sound in open syllables
  • Recognize and use vowel sounds in closed syllables
  • Recognize and use words with r influenced vowels
  • Recognize and use compound words to understand meaning
  • Connect words that start or end the same or have the same pattern
  • Recognize and use suffixes and prefixes
  • Recognize and use blended words
  • Recognize and use words that mimic real sounds (onomatopoetic words)
  • Recognize and use metaphors and similes to make a comparison
  • Recognize and use common abbreviations
  • Recognize and use syllables to decode
  • Recognize words with the final k sound: c, k, ke, que, ck

 

Spelling

The students will spell words with:

  • Doubling Consonant or E-Drop with –ed or -ing endings.
  • Doubling Consonants VCCV
  • Doublet
  • VCV pattern

The students will utilize 325 high frequency words in their writing.

 
 

 

Fluency Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.

 
 
 
Writing Objectives/Indicators of Mastery

Writing Process

 

Planning:

  • The student brainstorms and organizes ideas using a graphic organizer

Drafting

  • The student writes an entertaining beginning.
  • The student writes a mighty middle.
  • The student writes a solution to the story.
  • The student builds suspense in the story.

Revising and Editing

  • The student revises their piece by adding vivid verbs, details to show and not tell, and dialogue.
  • The student edits by using a checklist.

Sharing

  • The student willingly shares writing with peers.
  • The student gives a compliment to a writer by mentioning something specific he/she liked in the writing.
  • The student makes a connection to a specific detail in the text.
  • The student asks a question about something else he/she would like to know that the writer hasn’t answered yet.

Reflecting

  • The student shows pride in the final product.

 

Writing Content

Ideas:

  • The student develops good/important ideas.

Organization

  • The student uses a story board to plan a mighty middle.
  • The student piece will have a beginning, middle and end.
  • The student uses transitional words.

Word Choice:

  • The student uses vivid verbs.
  • The student uses words and phrases that build suspense.
  • The student uses words to describe feelings.

Voice

  • The student uses dialogue to create voice.
  • The student uses gestures to create voice.

Fluency

  • The student uses dialogue.

 

Conventions

  • The student uses a capital letter at the beginning of the sentence.
  • The student uses appropriate punctuation at the end of the sentence.
  • The student uses quotation marks appropriately for dialogue.

 
 
 

Curriculum:      Literacy

Grade:              Three- MP 4

 
 

Comprehension Objectives/Indicators of Mastery
Comprehension Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will articulate a complete oral sentence with appropriate phrasing, expression, volume, and speed using a targeted tier 2 word from the text.
  • Vocabulary:  Students will make accurate use of targeted tier two words. (CMT obj. A-5)
  • Developing an interpretation: Students will identify the author’s use of structure and organizational patterns. (CMT obj. B-1)
  • Connecting content and structure: Students will demonstrate an awareness of author’s or character’s values, customs, and beliefs included in a text (CMT obj. D-3)
Phonics/Spelling Objectives/Indicators of Mastery
Phonics:
  • Recognize and use words that mimic real sounds (onomatopoetic words)
  • Recognize and use metaphors and similes to make a comparison
  • Recognize and use idioms
  • Recognize and use hyperbole
  • Use a dictionary to learn meaning Understand the principal of alphabetical order and how to use it in references and resources
  • Form comparisons using –er, -est
  • Recognize and use action words
  • Recognize and use adjectives
  • Recognize and use nouns
  • Forming plurals for words ending in o

Spelling

The students will spell words with:

  • VCV pattern (open syllable)
  • VCV pattern (closed syllable)
  • VCCV (2nd syllable stressed)
  • VCV (open syllable, 2nd syllable stressed)
  • Prefixes

The students will utilize 350 high frequency words in their writing.

 

 

Fluency Objectives/Indicators of Mastery
  • Oral language/fluency:  Students will read grade-appropriate poems and will repeat them aloud with classmates with appropriate phrasing, expression, volume, and speed.

 
 
 
 
 
 
 
 
 
 
 
 
Writing Objectives/Indicators of Mastery

 

Writing Process

Planning:

  • The student generates ideas and selects one to write about.
  • The student will plan by using the 4 square model.

Drafting

  • The student will use post its to take notes to research the topic.
  • The student will use graphic organizers to plan the layout of the book
  • The student will write paragraphs with a topic sentence and supporting details.

Revising and Editing

  • The student will revise by removing extraneous information.
  • The student edits by using a checklist.

Publishing

  • The published book will be a book with a cover.

Sharing

  • The student willingly shares writing with peers.
  • The student gives a compliment to a writer by mentioning something specific he/she liked in the writing.

Reflecting

  • The student willingly talks about the writing piece during a conference.
  • The student is beginning to use author language to talk about his/her writing.

 

Writing Content

Ideas:

  • The student generates ideas from using nonfiction resources.

Organization

  • The student introduces the topic creatively.
  • The student ends the nonfiction piece in a memorable way.
  • The student organizes information into paragraphs to make it easier to understand.

Word Choice:

  • The student chooses words that are appropriate for a heading.
  • The student chooses an appropriate title.

Conventions

  • The student uses a capital letter at the beginning of the sentence.
  • The student uses appropriate punctuation at the end of the sentence.
  • The student uses quotation marks appropriately for dialogue.
  • The student uses commas appropriately.