Dual Language Immersion Core Curriculum Map s1

Jordan School District Dual Language Immersion Core Curriculum Map 3rd Grade – PORTUGUESE Program 2014-2015

W Portuguese Literacy Science / Social Studies Mathematics Language e Art Portuguese Language Portuguese Language Portuguese Language e English k Language

1 Back to School activities Back to School activities Back to School activities Back to School activities Management Management Management, Pre Assessment Management; Pre Assessment Source: JSD website, UEN, USOE, This is the recommended Textbooks to use are Principal and Interconnection instructional schedule. It was school’s decision. designed so that content contained in each Interim could be covered Textbooks: Journeys Common Core SS Standard I: prior to taking the benchmark. by Houghton Mifflin Literacy Essentials: Students will understand how Teachers can adjust the schedule to Harcourt - 2014 Edition Teacher Read Aloud geography influences community meet the needs of their students. Shared Reading: location and development. However, be aware that the Literacy Essentials: Whole Group Instructions: benchmark due date is solid. Teacher Read Aloud  Oral Language – Listening (Math Department) Shared Reading: Comprehension Benchmark: Whole Group Instructions: Textbooks: Math EnVision  Vocabulary Text-Based The geography of a  Oral Language – Listening Comprehension – Skills and community influences the cultural Comprehension Strategies; Craft and Structure development of the humans who  Vocabulary Text-Based * Pre and Post Tests are required inhabit the community. There are Comprehension – Skills and  Research and Media Literacy for Title One Schools. They are relationships between climate, Strategies; Craft and Structure  Foundational Skills – Fluency natural resources, and other recommended but not required for  Research and Media Literacy and Decoding geographic characteristics and a all other schools.  Spelling community's cultural development.  Foundational Skills – Fluency and Decoding  Grammar The unique characteristics of an area influence where and how TOPIC 1 – Numeration  Spelling  Writing communities develop, their relative  Grammar wealth and power, and how they Lesson 1 – understand that multi- Guided Reading – small group  Writing adapt to changes. digit numbers can be represented in instructions based on students’ different ways.”

1 reading levels, 4 times per week. Guided Reading – small group Lesson 2 - understand that multi- instructions based on students’ Vocabulary Words: digit numbers can be named in reading levels, 4 times per week 2 latitude, longitude, compass rose, different ways.” UNIT 1 : Lesson 1 north, south, east, west, continents, Daily Opening Routines: T12-13 UNIDADE 1: O COMEÇO DA ocean, key, equator, desert, plain, Lesson 3 – understand how to read T36-T37 T44-45 T54-55 T62-63 HISTÓRIA tropic, tundra, grassland, mountain, and write numbers in the ten and  Phonemic Awareness forest, wetland, natural resources, hundred thousands.  High Frequency Words reduce, reuse, recycle, recover, Capítulo 1: Você que economic development, community Lesson 4 – Understanding Number  Vocabulary Boost descobre development, recreation, natural Lines resource extraction, agriculture - understand the number line Oral Language: Read Aloud (2 weeks) representation for whole “ Such a Deal” T 14-15 numbers Vocabulary in Context: T18 T50 Lesson 5 - Counting on the Principal, soared, strolled, worried, Number Line proud, announced, fine, certainly - understand that there can be Vocabulary Strategies: Objective 1: Determine the patterns in counting * Context Clues relationships between human sequence of numbers settlement and geography. Lesson 6 – Comparing Numbers Anchor Text: a. Identify the geographic - understand place value can “ A Fine, Fine School” features common to areas be used to compare numbers Humorous Fiction where human settlements Lesson 7 – Ordering Numbers “ One-Room Schoolhouses” exist. - understand that place value Informational Text can be used to order whole Guided Retelling: b. Use map features to make numbers  Oral Language – use Retelling logical inferences and Lesson 8 – Problem Solving: Make Cards describe relationships an Organized List Text-Based Comprehension between human - understand how making an Terms about literature: setting, settlement and physical organized list helps in some characters, plot, illustrations, mood geography (e.g., situations to determine Target Skill: Story Structure population density in when all possible solutions Analyze illustrations relation to latitude, cities’ have been found. Target Strategy: Summarize proximity to water, utilization of natural Phonics: resources). Vocabulary Words: digits, place  Short Vowels a, e, I, o, u

2 value, standard form, expanded  Words with VCCV Pattern c. Compare the shapes and form, word form, period, compare, Fluency: Accuracy purposes of natural and order Spelling: human-made boundaries Crop, plan, thing, smell, shut, sticky, of cities, counties and Assessment: (for each lesson) spent, lunch, pumpkin, clock, gift, states. Quick Check 1.1, 1.2, 1.3 class skip, swing Unit Test 1 Sentence Dictation: T66 Grammar: Simple Sentences Math Core: 3NBT.1, 2  Spiral Review: Capitalization and Punctuation Narrative Writing: T33  Daily Proofreading Practice Objective 2: Describe how various  Focus Trait: Word Choice communities have adapted to existing environments and how Weekly Assessment: other communities have modified Target Vocabulary: 1.2 – 1.4 3 the environment. Comprehension: 1.5 – 1.7 a. Describe the major world Phonics: 1.8 – 1.11 ecosystems (i.e., desert, Grammar: 1.12 – 1.14 plain, tropic, tundra, grassland, mountain, forest, wetland). UNIT 1 : Lesson 2 Daily Opening Routines: T104 b. Identify important natural T128 T136 T146 T154 resources of world ecosystems. Phonemic Awareness  High Frequency Words c. Describe how communities  Vocabulary Boost have modified the environment to Oral Language: Read Aloud accommodate their needs “ Sequayah” T106-107 (e.g., logging, storing, water, building transportations Vocabulary in Context: T10 systems). Trial, jury, convinced, guilty, pointed, honest, murmur, stand d. Investigate ways different Vocabulary Strategies:

3 communities have adapted * Dictionary / Glossary into an ecosystem. Anchor Text: “ The Trial of Cardigan Jones” Fantasy “ You Be the Jury” ” Informational Text Identifying elements of culture: Guided Retelling: http://changingminds.org/explanat  Oral Language – use Retelling ions/culture/elements_of_culture.ht Cards m Text-Based Comprehension http://www.buzzle.com/articles/w Terms about literature: setting, hat-are-the-elements-of- characters, plot, illustrations, mood culture.html Target Skill: Conclusion Target Strategy: Infer / Predict http://www.uen.org/Lessonplan/p review?LPid=23841 Phonics:  Long Vowels a, e, I, o, u Objective 3: Analyze ways cultures  Words with VCe Pattern use, maintain, and preserve the Fluency: Phrasing physical environment. Spelling: Spoke, mile, save, excuse, cone, invite, a. Identify ways people use the cube, price, erase, ripe, broke, flame, physical environment (e.g., life, rule agriculture, recreation, Sentence Dictation: T158 energy, industry). Grammar: Kinds of Sentences b. Compare changes in the  Spiral Review: availability and use of natural Narrative Writing: resources over time.  Daily Proofreading Practice  Dialogue, Revise and Proofread c. Describe ways to conserve  Focus Trait: Ideas and protect natural resources (e.g., reduce, reuse, recycle). Weekly Assessment: Target Vocabulary: 2.2 – 2.4 d. Compare perspectives of Comprehension: 2.5 – 2.6

4 various communities toward Phonics: 2.7 – 2.10 the natural environment. Grammar: 2.11 – 2.12

4 e. Make inferences about the positive and negative impacts of human-caused change to Capítulo 2: Com poema, com the physical environment. UNIT 1 : Lesson 3 poesia Daily Opening Routines: T198 T224 T232 T242 T250

Phonemic Awareness Capítulo 3: Conte mais uma  High Frequency Words  Vocabulary Boost

(2 weeks) Oral Language: Read Aloud “ Open Your Eyes” T200

Vocabulary in Context: T10 Afford, earn, figure, block, customers, contacted, raise, spreading Vocabulary Strategies: * Antonyms

Anchor Text: “ Destiny’s Gift” Realistic Fiction “ Kids Making a Deifference ” Informational Text Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Target Skill: Understanding Characters

5 Target Strategy: Analyze/Evaluate

Phonics: * Common Vowel Pairs ai, ay, ee, ea Fluency: Reading Rate Spelling:  Long a and Long e Lay, real, trail, sweet, today, dream, seem, tea, treat, afraid, leave, bait, screen, speed Sentence Dictation: T254 Grammar:  Compound Sentences  Review Kinds of Sentences Narrative Writing:  Revise and Proofread  Daily Proofreading Practice  Focus Trait: Ideas

TOPIC 2 – Number Sense: Weekly Assessment: 5 Addition and Subtraction Target Vocabulary: 3.7 – 3.9 Comprehension: 3.10 – 3.11 Lesson 1 - Addition meaning and Phonics: 3.12 – 3.13 properties Grammar: 3.14 – 3.16

Lesson 2 – Meaning of subtraction UNIT 1 : Lesson 4 Lesson 3 – Using mental math to Daily Opening Routines: T292 add: adding mentally and breaking T318 T326 T336 T344 them into calculations that are easy to do mentally. Phonemic Awareness  High Frequency Words Lesson 4 - Using mental to subtract  Vocabulary Boost

6 Lesson 5 – Rounding to nearest Oral Language: Read Aloud ten, hundred, using number line “ The Bixby Bridge” T294

Lesson 6 - Estimating sum of two Vocabulary in Context: T10 whole numbers. Crew, tide, cling, balancing, foggy, disappears, stretch, excitement Lesson 7 - Estimating difference of Vocabulary Strategies: two whole numbers * Word Families

Lesson 8 – Understanding Anchor Text: meaning of an equation to find the “ Pop’s Bridge” value of an unknown in an Historical Fiction equation. “ Bridges ” Informational Text Guided Retelling: Lesson 9 – Problem Solving: Reasonableness  Oral Language – use Retelling Cards Text-Based Comprehension Assessment: (For each lesson) Quick Check 2.1 2.2 2.3 2.4 2.5 Target Skill: Compare and Contrast 2.6 2.7 2.8 2.9 Target Strategy: Infer / Predict

Unit Test 2 Phonics: * Long o Spelled oa, ow Vocabulary Words: addends, sum, Fluency: Expression commutative (order) property, Spelling: Associative (Grouping) Property, Load, open, told, yellow, soak, Identity (Zero) Property of addition, shadow, foam, follow, glow, sold, difference, fact family, round, window, coach, almost, throat estimate, compatible numbers, Sentence Dictation: T348 equation, < > = Grammar: 6  Common and Proper Nouns  Review Compound Sentences Capítulo 4: Extra, extra! Narrative Writing: Math Core:  Draft SCIENCE STANDARD I: 3NBT.1, 2 (2 weeks) The Process of Science, 3OA.8, 9  Dialogue, Revise and Proofread Communication of Science, and the

7 Nature of Science. Students will be Weekly Assessment: able to apply scientific processes, Target Vocabulary: 4.2 – 4.3 communicate scientific ideas Comprehension: 4.4 – 4.6 effectively. Phonics: 4.7 – 4.8 Grammar: 4.9 – 4.11

Objective 1: Generating Evidence: Using the processes of scientific UNIT 1 : Lesson 5 investigation (e.g., framing Daily Opening Routines: T386 questions, designing investigations, T412 T420 T430 T438 conducting investigations, collecting data and drawing conclusions. Phonemic Awareness  High Frequency Words “ I Can Statement:  Vocabulary Boost a. Framing Question: Observe using senses, create a Oral Language: Read Aloud hypothesis, and focus a “ The Tennessee Tornado” T388 question that can lead to an investigation. Vocabulary in Context: Stands, fans, score, league, slammed, b. Designing investigations: polish, style, pronounced Consider reasons that Vocabulary Strategies: support ideas, identify ways * Prefix mis_ to gather information that could test ideas, design fair Anchor Text: tests, shared designs with “ Roberto Clemente: peers for input and Pride of the Pittsburg Pirates” refinement. Biography “ Baseball Poems” Poetry c. Conducting investigation: Guided Retelling: Observe, manipulate,  Oral Language – use Retelling measure, describe. Cards Text-Based Comprehension d. Collecting data: Deciding what data to collect and how Target Skill: Cause and Effect to organize, record, and Target Strategy: Visualize manipulate the data.

8 e. Drawing conclusions: Phonics: Analyzing data, making  Long I Spelled I, ie, igh conclusions connected to the Fluency: Intonation data or the evidence Spelling: gathered, identifying Slight, mild, sight, pie, mind, tie, pilot, limitations or conclusions, might, lie, tight, blind, fight, die, identifying future questions midnight to investigate. Sentence Dictation: T442 Grammar: 7 * Plural Nouns with _s and _es Narrative Writing:  Daily Proofreading Practice Topic 3 – Using Place Value to  Draft a Personal Narrative Add and Subtract  Focus Trait: Sentence Fluency Objective 2: Communicating Number and Operations in Base Science: Communicating effectively Ten Standard 1: Use place value using science language and understanding to round whole Weekly Assessment: reasoning. numbers to the nearest 10 or 100. Target Vocabulary: 5.2 – 5.4 Comprehension: 5.5 – 5.7 I Can Statement: Phonics: 5.8 – 5.9 a. Developing social interaction Grammar: 5.10 – 5.11 skills with peers. http://www.funbrain.com/tens/in dex.html b. Sharing ideas with peers. UNIT 2 : Lesson 6 http://www.ehow.com/way_5182 Daily Opening Routines: T12 c. Connecting ideas with 955_math-games-rounding.html T34 T42 T52 T60 reasons (evidence). http://math.pppst.com/rounding.h Phonemic Awareness tml d. Using multiple methods of  High Frequency Words communicating http://www.wartgames.com/them  Vocabulary Boost reasons/evidence (verbal, es/math/rounding.html charts, graphs). Oral Language: Read Aloud http://www.ixl.com/math/grade-3 “ Bats are the Best Beasts” T14

Number and Operations in Base Vocabulary in Context:

9 Ten Standard 2: Fluently add and Twitch, swoops, squeak, echoes, subtract within 1,000 using details, slithers, dozes, snuggles Objective 3: Knowing in Science: strategies and algorithms based on Vocabulary Strategies: Understanding the nature of place value, properties of * Suffixes _able, _ible science. operations, and/or the relationship Anchor Text: between addition and subtraction. “ Bats Love the Night” Narrative Fictions I Can Statement: http://nlvm.usu.edu/en/nav/topic “ A Bat is Born” Poetry a. Ideas are supported by _t_1.html Guided Retelling: reasons. http://www.amblesideprimary.co  Oral Language – use Retelling m/ambleweb/mentalmaths/pyra Cards b. There are limits to ideas in Text-Based Comprehension science (e.g., what can be mid.html observed, measured, and Target Skill: Sequence of Events verified). http://www.math.pppst.com/subt raction.html Target Strategy: Question c. Differences in conclusions Phonics: are best settled through Lesson 1 - Adding with an  Words with VCV Pattern additional observations and Expanded Algorithm Fluency: Reading Rate investigations. Spelling: Lesson 2 – Model for adding 3- Spoke, mile, save, excuse, cone, invite, d. Communication of ideas in digit numbers cube, price, erase, ripe, broke, flame, 8 science is important for life, rule helping to check the Lesson 3 – Strategies in adding 3- Sentence Dictation: T64 reasons for ideas. UNIDADE 2: DE QUEM É A VEZ digit numbers Grammar:  What is a Verb? DESTA VEZ Lesson 4 – Adding 3 or more numbers Opinion Writing: Capítulo 5: Coisa de pai e filho  Daily Proofreading Practice Lesson 5 – Problem solving; draw  Response Paragraph (2 weeks) pictures and use it to write appropriate number sentence  Focus Trait: Ideas

Lesson 6 – Subtracting with an Weekly Assessment: expanded algorithm Target Vocabulary: 6.2 – 6.4 Comprehension: 6.5 – 6.7 Lesson 7 – Model for subtracting Phonics: 6.8 – 6.9

10 3-digit numbers Grammar: 6.10 – 6.11

Lesson 8 – Subtracting 3-digit numbers UNIT 2 : Lesson 7 Lesson 9 - Subtracting across zero Daily Opening Routines: T102 T126 T134 T144 T152 Lesson 10 – Problem solving: Draw a picture and write a number Phonemic Awareness sentence  High Frequency Words  Vocabulary Boost Math Core: 3NBT1, 2 3OA.8 Oral Language: Read Aloud Assessment: (for each lesson) “ Quick Check 3.1 3.2 3.3 3.4 3.5 Louis Braille: Boy Inventor” 3.6 3.7 3.8 3.9 3.10 T104 Vocabulary in Context: Imagine, tolls, illustrate, scribbles, sketches, tracing, research, texture Vocabulary Strategies: * Synonyms

Anchor Text: “ What do Illustrators do? Informational Text “ Jack Draws a Beanstalk” Traditional Tale Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Target Skill: Text and Graphic Features Target Strategy: Analyze and Evaluate

11 Phonics:  Three-Letter Clusters ( scr, spr, str, thr) 9 Fluency: Expression Spelling: Three, scrap, street, spring, thrill, scream, strange, thrown string, scrape, spray, threw, strong, scratch Topic 4 – Meaning of Sentence Dictation: T156 Multiplication Grammar: Operations and Algebraic  Verb Tenses Thinking Standard 3: Use multiplication and division within Opinion Writing: 100 to solve word problems in situations involving equal groups,  Daily Proofreading Practice arrays, and measurement  Opinion Paragraph quantities (e.g., by using drawings  Focus Trait: Organization and equations with a symbol for the unknown number to represent Weekly Assessment: the problem) Target Vocabulary: 7.2 -7.4 Comprehension: 7.5 – 7.7 http://nlvm.usu.edu/en/nav/categ Phonics: 7.8 – 7.10 ory_g_2_t_1.html Grammar: 7.11 – 7.13

http://www.ixl.com/math/grade- UNIT 2 : Lesson 8 3/division-word-problems-facts- Daily Opening Routines: T194 to-10 T218 T226 T236 T246

Phonemic Awareness Lesson 1 – Multiplication as repeated addition: Understand that  High Frequency Words combining equal groups is one  Vocabulary Boost meaning of multiplication Oral Language: Read Aloud Lesson 2 – Arrays and “ Sweet Berries” T196 multiplication: Understand that an array is a special arrangement of Vocabulary in Context:

12 equal groups to find product. Harvest, separate, ashamed, borders, advice, borrow, patch, Lesson 3 – Commutative property serious (order) Vocabulary Strategies: * Context Clues Lesson 4 – Writing multiplication stories Anchor Text: “ The Harvest Birds” Lesson 5 – Problem Solving: Folktale Writing to explain in math. “ The Treasure” Folktale Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension Assessment: (for each lesson) Quick check 4.1 4.2 4.3 4.4 4.5 Target Skill: Conclusion Unit Test 4 Target Strategy: Infer / Predict 10 Phonics: Vocabulary: multiplication,  Silent Letters kn, wr Capítulo 6: Para saber de factors, product, array, Fluency: Stress commutative property of Spelling: alguém multiplication, equation, Itch, wreck, knee, patch, wrap, knot, multiplier, multiples, Identity (one) watch, knife, stretch, write, knew, and Zero Properties of knock, match, wrong SS STANDARD II: multiplication, Distributive Sentence Dictation: T250 Students will understand cultural property, Associative property, Grammar: factors that shape a community. division, divisor, dividend,  Using Commas Capítulo 7: Aprender, brincar, e quotient, unknown factor, equal se diverter groups, row, column, decompose, Opinion Writing: compose  Daily Proofreading Practice Math Core: 3OA.1, 3, 5, 9  Response Paragraph (3 weeks)  Focus Trait: Word Choice Benchmark: All people exist within cultures, or Weekly Assessment: the way of life of a group of people. BENCHMARK 1 DUE Target Vocabulary: 8.8 – 8.10

13 All human communities have Tracks A and B – Sept. 9 Comprehension: 8.11 – 8.12 cultural attributes. These attributes Tracks C and D – Oct. 3 Phonics: 8.13 – 8.14 change over time in response to Traditional – Oct. 3 Grammar: 8:15 – 8:17 changes in the world around them. Indigenous cultures in North and South America demonstrate these UNIT 2 : Lesson 9 attributes, and teachers are Daily Opening Routines: T288 encouraged to select examples from T314 T322 T332 T333 T340 these rich cultural traditions. Phonemic Awareness  High Frequency Words Vocabulary Words:  Vocabulary Boost indigenous cultures, American Indian, Eastern Woodlands, Plains, Oral Language: Read Aloud Great Basin, Southwestern, Arctic, “ language, religion, customs, artistic The Magical Art of Mime” T290 expression, Europe, economic specialization, exchange systems, Vocabulary in Context: markets Familiar, applause, vacant, rickety, blurry, blasted, jerky, rude Vocabulary Strategies: Objective 1: Evaluate key factors * Dictionary / Glossary that determine how a community develops. Anchor Text: “ Kamishibai Man” Realistic Fiction I Can Statement: “ The True Story of Kamishibai” a. Identify the elements of Informational Text culture (e.g., language, Guided Retelling: religion, customs, artistic  Oral Language – use Retelling expression, systems of Cards exchange). Text-Based Comprehension

b. Describe how stories, Target Skill: Analyze Illustration 11 folktales, music, and artistic Target Strategy: Monitor / Clarify creations serve as expressions of culture. Phonics:

14  Vowel Dipthongs ow, and ou c. Compare elements of the Fluency: Intonation local community with Spelling: communities from different Topic 5 – Multiplication Facts: Clown, round, bow, cloud, power, parts of the world (e.g., Use known Facts: crown, thousand, crowd, sound, industry, economic Operations and Algebraic count, powder, blouse, frown, pound specialization). thinking Standard 8: Solve two Sentence Dictation: T344 -step word problems using the four Grammar: Kinds of Sentences operations. Represent these d. Identify and explain the  Spiral Review: problems using equations with a interrelationship of the Opinion Writing: letter standing for the unknown environment (e.g., location,  Daily Proofreading Practice natural resources, climate) quantity. Assess the and community reasonableness of answers using  Prewrite a Response to development (e.g., food, mental computation and Literature shelter, clothing, industries, estimation strategies including  Focus Trait: Organization markets, recreation, artistic rounding creations). Weekly Assessment: http://www.mathplayground.com Target Vocabulary: 9.2 – 9.3 /gsmbegin.html e. Examine changes in Comprehension: 9.4 – 9.6 communities that can or Phonics: 9.7 – 9.8 http://teacher.scholastic.com/mav Grammar: 9.9 – 9.11 have occurred when two or en/zoo/index.htm more cultures interact. http://teacher.scholastic.com/mav f. Explain changes within en/adder/index.htm communities caused by UNIT 2 : Lesson 10 human inventions (e.g., http://www.mathplayground.com Daily Opening Routines: T382 steel plow, internal /NewThinkingBlocks/thinking_blo T408 T416 T426 T434 combustion engine, cks_multiplication_division.html television, computer). Phonemic Awareness http://www.mathplayground.com  High Frequency Words /NewThinkingBlocks/thinking_blo cks_addition_subtraction.html  Vocabulary Boost

http://math.pppst.com/wordprobl Oral Language: Read Aloud Objective 2: Explain how selected ems.html “ Ryan Hrelijac, Saving Lives at indigenous cultures of the Americas Six” T384 http://www.ixl.com/math/grade-

15 have changed over time. 3/multi-step-word-problems Vocabulary in Context: T10 Invention, experiment, laboratory, I Can Statement: genius, gadget, electric, signal, a. Describe and compare early Lesson 1 – 2 and 5 as Factors; occasional indigenous people of the understand counting patterns can Vocabulary Strategies: Americas (e.g., Eastern be used to find multiplication facts * Shades of Meaning Woodland, Plains, Great Basin, Southwester, Arctic, Lesson 2 – 9 as Factor: Anchor Text: Incan, Aztec, Mayan). understand counting patterns can “ Young Thomas Edison” be used to find multiplication facts Biography b. Analyze how these cultures “ Moving Pictures ” Lesson 3 – Multiplying with 0 and changed with the arrival of Informational Text 1: understand the generalizations people from Europe, and how Guided Retelling: when multiplying a whole number the cultures of the Europeans by 0 or by 1  Oral Language – use Retelling changed. Cards 12 c. Identify how indigenous Lesson 4 – Patterns for facts Text-Based Comprehension people maintain cultural traditions today. Lesson 5 – 10 as a Factor Target Skill: Main Ideas and Details Target Strategy: Summarize Capítulo 8: Aprender com os Lesson 6 – Multiplying by animais multiples of 10 Phonics:  Words with au, aw, al, and o Lesson 7 - Problem solving: two- Fluency: Phrasing question problem Spelling: Talk, cross, awful, law, cloth, cost, (2 weeks) Vocabulary: multiples, Identity crawl, chalk, also, raw, salt, wall, (one) and Zero properties of lawn, always multiplication, Distributive and Sentence Dictation: T438 Associative properties Grammar:  Pronouns and Antecedents Assessment: (for each lesson) Opinion Writing: Quick Check 5.1 5.2 5.3 5.4 5.5  Daily Proofreading Practice 5.6 5.7 Unit Test 5  Draft a Response to Literature Math Core: 3OA3, 7, 8, 9, 3NBT3  Focus Trait: Sentence Fluency

Weekly Assessment:

16 Target Vocabulary: 10.2 – 10.3 Comprehension: 210.4 – 10.6 Phonics: 10.7 – 10.8 Grammar: 10.9 – 10.11

UNIT 3 : Lesson 11 Daily Opening Routines: T12 T32 T40 T50 T58

Phonemic Awareness  High Frequency Words  Vocabulary Boost

Oral Language: Read Aloud “ J-Block” T14

Vocabulary in Context: Contribute, athletes, improve, power, process, flexible, fraction, compete Vocabulary Strategies: * Suffixes _less, _ful, _ous

Anchor Text: “ Technology Wins the Game” Informational Text “ Science for Sports Fans” Informational Text 13 Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Topic 6 – Multiplication Facts: Target Skill: Sequence of Events Use known facts Target Strategy: Question

Lesson 1 - Distributive property:

17 understand that an array can be Phonics: broken into smaller arrays but the  Vowel dipthongs oi, oy total is still the same. Fluency: Phrasing Spelling: Lesson 2 – 3 as a Factor: Joy, point, voice, join, oil, coin, noise, Understand that multiplication spoil, toy, joint, boy, soil, choice, boil facts with 3 can be broken into a 2s Sentence Dictation: T62 fact and a 1s fact (e.g., 3 x 6 is 2 x 6 Grammar: + 1 x 6)  More Plural Nouns

Lesson 3 – 4 as a factor: can be broken into two facts (e.g., 4 x 7 is Informative Writing: 2 x 7 + 2 x 7)  Daily Proofreading Practice  Cause and Effect Paragraph Lesson 4 – 6 and 7 as factors: can  Focus Trait: Word Choice be broken into the sum of a 5s fact s and 1 or 2s fact (e.g., 6 x 8 is 5 x 8 Weekly Assessment: and 1 x 8) Target Vocabulary: 11.2 – 11.4 Comprehension: 11.5 – 11.7 Lesson 5 – 8 as a factor: can be Phonics: 11.8 – 11.9 broken into the usm of two or Grammar: 11.10 – 11.11 more previously known facts (e.g. 8 x 6 is 4 x 6 and 4 x 6) UNIT 3 : Lesson 12 Lesson 6 – Multiplying with 3 Daily Opening Routines: T102, T126 T134 T144 T152 Lesson 7 – Multiplication facts: other strategies Phonemic Awareness Lesson 8 – Multiplying to find  High Frequency Words combinations of groups  Vocabulary Boost

Lesson 9 – Problem solving: Multi- Oral Language: Read Aloud step problems “ Growing Up” T102 Vocabulary in Context: Assessment: (for each lesson) Risky, grunted, profit, crops, plucked, Quick Check 6.1 6.2 6.3 6.4 6.5 scowled, tugged, hollered 6.6 6.7 6.8 6.9 Vocabulary Strategies:

18 Unit Test 6 * Idioms

Math Core: 3OA.3, 5, 8 Anchor Text: 3MD.7c, 3MD.8 “ Tops and Bottoms” Trickster Tale “ Goodness Grows in Gardens” Informational Text Guided Retelling: 14  Oral Language – use Retelling Cards Text-Based Comprehension UNIDADE 3: MUITAS LETRAS PARA CANTAR E BRINCAR Target Skill: Theme Target Strategy: Visualize

Phonics: Capítulo 9: Regras para brincar  Homophones  Words Endings in _er and _le SCIENCE STANDARD II: Fluency: Stress (2 weeks) Earth and Space Science. Spelling: Students will gain an understanding Hole, whole, its, it’s, hear, here, won, of Earth and Space Science through one, our, hour, their, there, fur, fir the study of earth materials, celestial Sentence Dictation: T158 movement, and weather. Grammar:  Writing Questions

Objective 1: Investigate the natural Informative Writing: world including rock, soil, and water.  Daily Proofreading Practice  Compare and Contrast I can Statement: Paragraphs  Focus Trait: Word Choice a. Observe, compare, describe, and sort components of soil by size, texture, and color. Weekly Assessment: Target Vocabulary: 12.2 – 12.4

19 b. Identify and describe a Comprehension: 12.5 – 12.6 variety of natural sources of Phonics: 12.7 – 12.10 water, including streams, Grammar: 12.11 – 12.13 lakes, and oceans.

c. Gather evidence about the UNIT 3 : Lesson 13 uses of rocks, soil, and water. Daily Opening Routines: T194 T218 T226 T236 T244 Supplemental Materials (pdf) Phonemic Awareness  High Frequency Words  Vocabulary Boost

Oral Language: Read Aloud “ The Best Worst Day” T196 Objective 2: Observe and describe the changes and appearance of the Vocabulary in Context: sun and moon during daylight. Examined, peak, fondly, steep, Rugged, mist, pausing, pleaded I Can Statement: Vocabulary Strategies: a. Observe the sun at different * Homophones and Homographs times during the day and report observations to peers. Anchor Text: “ Yonder Mountain: A b. Observe and chart the moon Cherokee Legend” Legend when it is visible during the “ The Trail of Tears” 15 day. Informational Text Guided Retelling: Supplemental Materials (pdf)  Oral Language – use Retelling Topic 7 – Meaning of Division Cards Text-Based Comprehension Lesson 1 – Division as sharing equally Target Skill: Compare and Contrast Target Strategy: Analyze and Lesson 2 – Division as repeated Evaluate subtraction Objective 3: Compare and contrast

20 seasonal weather changes. Lesson 3 - Finding missing Phonics: numbers in multiplication table  Contractions with n’t, ‘d, ‘ve Fluency: Reading Rate I can Statement: Lesson 4 – Problem solving: Spelling: a. Identify characteristics of Choose an appropriate equation I’d, he’s, haven’t, doesn’t, let’s, there’s, the seasons of the year. wouldn’t, what’s, she’s, aren’t, hasn’t, Lesson 5 – Writing Division stories couldn’t, he’d, they’re b. Identify characteristics of Sentence Dictation: T248 weather e.g., types of Lesson 6 – Problem Solving: use Grammar: objects and draw a picture precipitation, sunny, windy,  Subject-Verb Agreement foggy, and cloudy. Lesson 7 – Meaning of Division Informative Writing: c. Observe and record weather  Daily Proofreading Practice information within each Vocabulary: division, divisor,  Informative Paragraph season. dividend, quotient  Focus Trait: Organization Supplemental Materials (pdf) Assessment: (for each lesson) Weekly Assessment: Quick Check 7.1 7.2 7.3 7.4 .7.5 Target Vocabulary: 13.8 – 13.9 7.6 7.7 Comprehension: 13.10 – 13.12 Unit Test 7 Phonics: 13.13 – 13.14 Grammar: 13.15 – 13.16 Math Core: 3OA.2 , 3, 4, 6, 9

UNIT 3 : Lesson 14 Daily Opening Routines: T286 T310 T3`18 T328 T336

Oral Language: Read Aloud “ More Than A Pet” T288

Vocabulary in Context: Lying, loyal, partners, shift, quiver,

21 patrol, ability, snap Vocabulary Strategies: * prefixes in_, im_

Anchor Text: 16 “ Aero and Officer Mike” Informational Text Capítulo 10: Preservar é para “ Kids and Critters: A Nature Newspaper” Informational Text todos Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Target Skill: Author’s Purpose Capítulo 11: Era uma vez em Target Strategy: Summarize um reino distante Phonics:  Words with ar, or, ore (3 weeks) Fluency: Accuracy Spelling: Horse, mark, storm, market, acorn, artist, March, north, barking, stork, thorn, forest, chore, restore Sentence Dictation: T340 Grammar:  Pronoun-Verb Agreement

Informative Writing:  Daily Proofreading Practice  Prewrite an Explanatory Essay  Focus Trait: Ideas

Weekly Assessment: Target Vocabulary: 14.2 – 14.3 Comprehension: 14.4 – 14.6

22 Phonics: 14.7 – 14.8 Grammar: 14.9 – 14.11

Oral Language: Read Aloud “ Give Yourself a Gift” T380

Vocabulary in Context: Festive, ingredients, degrees, recommended, anxiously, cross, remarked, tense Vocabulary Strategies: * Using a Thesaurus 17 Anchor Text: “ The Extra-Good Day” Humorous Fiction Topic 8 – Division Facts “ Imagine a Recipe” Informational Text Lesson 1 – Relating multiplication Guided Retelling: and Division  Oral Language – use Retelling Cards Lesson 2 – Fact Families with 2, 3, Text-Based Comprehension 4, and 5 Target Skill: Understanding Lesson 3 – Fact Families with 6 Characters and 7 Target Strategy: Infer / Predict

Lesson 4 – Fact families with 8 and Phonics: 9

23  Words with er, ir, ur, or Lesson 5 – Problem Solving: Fluency: Expression Multiple-step Problems Spelling: Nurse, work, shirt, hurt, first, word, Lesson 6 – Making sense of x and ÷ serve, curly, dirt, third, worry, turn, Equations stir, firm Sentence Dictation: T432 Lesson 7 – Dividing with 0 and 1 Grammar:  Verb Tenses Lesson 8 – Multiplication and Division facts Informative Writing: Lesson 9 – Problem solving: Draw  Daily Proofreading Practice a picture and write number  Draft and Explanatory Essay sentence  Focus Trait: Voice

Assessment: (for each lesson) Weekly Assessment: Quick Check 8.1 8.2 8.3 8.4 8.5 Target Vocabulary: 15.2 – 15.4 8.6 8.7 8.8 8.9 Comprehension: 15.5 – 15.7 Unit Test 8 Phonics: 15.8 – 15.9 Grammar: 15.10 – 15.12 Math Core: 3OA.3, 4, 5, 7, 8

UNIT 4 : Lesson 16 Daily Opening Routines: T12 BENCHMARK 2 DUE: T38 T46 T56 T66 Tracks A, B, C – Nov. 7 Track D – Dec. 5 Phonemic Awareness Traditional - Nov. 25  High Frequency Words  Vocabulary Boost

Oral Language: Read Aloud “ Counting Cans” T14

Vocabulary in Context: 18 recycle, project, dripping, carton, complicated, pollution, rubbish,

24 hardly, shade, global Vocabulary Strategies: * Context Clues

Anchor Text: “ Judy Moody Saves the Capítulo 12: Ouça e anuncie World”” Humorous Fiction aqui “My Smelly Pet” Humorous Fiction Guided Retelling: (2 weeks) SS STANDARD 3:  Oral Language – use Retelling Students will understand the Cards principles of civic responsibility in Text-Based Comprehension classroom, community, and country. Target Skill: Story Structure Target Strategy: Monitor /Clarify

Phonics:  Words with air, ear, are Fluency: Intonation Benchmark: Spelling: There are purposes and roles of Air, wear, chair, stairs, bare, bear, representative government. People hair, care, pear, pair, share, near, are elected in this nation to ear, beard represent the views of other people. Sentence Dictation: T70 There are rights people have within Grammar: this government. There are multiple functions and services of  What are Adjectives and government. Community members Articles? have rights, and with those rights come responsibilities. For a Opinion Writing: community to function effectively,  Daily Proofreading Practice community members must  Persuasive Letter understand and accept those Focus Trait: Ideas responsibilities. Recognizing and  considering the viewpoints of others is essential in a community. Weekly Assessment: Target Vocabulary: 16.2 – 16.4

25 Comprehension: 16.5 – 16.7 Phonics: 16.8 – 16.9 Grammar: 16.10 – 16.11 UNIT 4 : Lesson 17 Vocabulary Words: Daily Opening Routines: T108 right, responsibility, symbol, T132 T140 T150 T158 tradition, patriotic, government, Phonemic Awareness civic, respect  High Frequency Words  Vocabulary Boost Objective 1: Describe the rights and responsibilities inherent in being a Oral Language: Read Aloud contributing member of a “ Otzi’s Story” T110 community. Vocabulary in Context: Fossils, clues, remains, prove, I Can Statement: evidence, skeletons, uncovering, 19 a. Identify how these rights and buried, fierce, location Vocabulary Strategies: responsibilities are reflected in the patriotic symbols and Topic 9 – Understanding * Suffix _ly traditions of the United Fractions States (e.g., Pledge of Standard 2: Partition shapes into Anchor Text: Allegiance, flag etiquette, parts with equal areas. Express the “ The Albertosaurus etc.). area of each part as a unit fraction Mystery: Phillip Currie’s Hunt in of the whole. (For example, the Badlands” Information Text b. List the responsibilities partition a shape into 4 parts with “ Finding Fossils for Fun” community members have to equal areas, and describe the area Informational Text one another. of each part as ¼ of the area of the Guided Retelling: shape)  Oral Language – use Retelling c. Identify why these Cards Domain is limited to fractions with Text-Based Comprehension responsibilities are denominators 2, 3, 4, 6, and 8 important for a functioning community (e.g., voting, jury Target Skill: Conclusion http://nlvm.usu.edu/en/nav/categ Target Strategy: Visualize duty, taxpaying, obedience to ory_g_2_t_3.html laws) Phonics: Number and Operations – Words with /j/ and /s/ Fractions: Understand a fraction 

26 1/b as the quantity formed by 1 Fluency: Stress part when a whole is partitioned Spelling: into b equal parts; understand a Age, space, change, jawbone, jacket, fraction a/b as the quantity formed giant, pencil, circle, once, large, Objective 2: Identify ways by a parts of size 1/b dance, jeans, bounce, huge community needs are met by Sentence Dictation: T162 government. http://www.amathsdictionaryfork Grammar: ids.com/  Adjectives That Compares

I Can Statement: Fraction bar, fraction pieces, Narrative Writing: naming fractions: Differentiate between  Daily Proofreading Practice a. http://www.nlvm.usu.edu/en/nav personal and community /grade_g_2.html  Opinion Paragraph needs.  Focus Trait: Voice http://www.bgfl.org/bgfl/custom/ b. Identify roles of resources_ftp/client_ftp/ks2/math Weekly Assessment: representative government s/fractions/level4.htm Target Vocabulary: 17.2 – 17.4 (e.g., make laws, maintain Comprehension: 17.5 – 17.7 order, levy taxes, provide http://www.gamequarium.com/fr Phonics: 17.8 – 17.11 public services). actions.html Grammar: 17.12 – 17.14

c. Research community needs http://nlvm.usu.edu/en/nav/topic and the role government _t_1.html UNIT 4 : Lesson 18 serves in meeting those Daily Opening Routines: T200 needs. Lesson 1 – Dividing regions into T226 T234 T244 T252 equal parts (same area) in different ways Phonemic Awareness  High Frequency Words Lesson 2 – Fraction and regions:  Vocabulary Boost that regions are part of a whole Oral Language: Read Aloud Lesson 3 – Fractions and sets Objective 3: Apply principles of “ The World Tree” T202 civic responsibility. (numerator) Lesson 4 – Fractional parts of a set Vocabulary in Context: T10 (denominator) Pollen, store, clumps, passages, I Can Statement: absorb, throughout, coverings, a. Engage in meaningful Lesson 5 – Locating fractions on spines, tropical, dissolve

27 dialogue about the the number line Vocabulary Strategies: community and current * Word Roots events within the classroom, Lesson 6 – Benchmark fractions: school, and local community. understand commonly used Anchor Text: 20 fractional amounts, called “ A Tree is Growing” UNIDADE 4: PALAVRAS QUE b. Identify and consider the benchmark fractions, can be used Informational Text to estimate other fractional RIMAM, PALAVRAS QUE diverse viewpoints of the “ Stopping by Woods on a Snowy people who comprise a amounts. Evening” Poetry ENSINAM community. Guided Retelling: Lesson 7 – Fractionals and  Oral Language – use Retelling Capítulo 13: Ler para conhecer c. Demonstrate respect for the lengths: lengths can be represented using fractions Cards e aprender opinions, background, and Text-Based Comprehension cultures of other. Lesson 8 – Problem solving: make a table and look for a pattern Target Skill: Text and Graphic (2 weeks) Features Vocabulary: halves, thirds, Target Strategy: Question fourths, fifths, sixths, eighths, tenths, twelfths, fraction, unit Phonics: fraction, numerator, denominator,  Words with /k/ and /kw/ mixed numbers Fluency: Expression Spelling: Shark, check, queen, circus, flake, Assessment: (for each lesson) crack, second, squeeze, quart, Quick Check 9.1 9.2 9.3 9.4 9.5 squeak, quick, coldest, Africa, Mexico 9.6 9.7 9.8 Sentence Dictation: T256 Grammar: Unit Test 9  Using the Verb be and Helping Verbs

Opinion Writing:  Daily Proofreading Practice  Problem and Solution paragraph  Focus Trait: Word Choice

Weekly Assessment:

28 Target Vocabulary: 18.7 – 18.8 Comprehension: 18.9 – 18.10 Phonics: 18.11 – 18.12 Grammar: 18.13 – 18.15

UNIT 1 : Lesson 19 Daily Opening Routines: T294 T318 T326 T336 T344 Phonemic Awareness  High Frequency Words  Vocabulary Boost

Oral Language: Read Aloud “ Bear Scare” T296 Topic 10 – Fraction Comparison and Equivalence Vocabulary in Context: Number and Operations – Scolding greedily, ignores, hesitation, Fractions Standard 3: Explain burden, glancing, base, console, 21 equivalence of fractions in special drowsy, heroic cases, and compare fractions by Vocabulary Strategies: reasoning about their size. * Prefixes pre_, re_, bi_ a. Understand two fractions Anchor Text: as equivalent (equal) if they are the same size, or “ Two Bear Cubs” Myth / the same point on a Play number line. “ Whose Land Is it?” Informational Text b. Recognize and generate Guided Retelling: simple equivalent  Oral Language – use Retelling fractions (e.g., 1/2 = 2/4, Cards 4/6 = 2/3). Explain why Text-Based Comprehension the fractions are equivalent, e.g., by using a Target Skill: Story Structure visual fraction model. Target Strategy: Summarize

29 c. Express whole numbers as Phonics: fractions, and recognize  Vowel Sounds in spoon and fractions that are wood equivalent to whole Fluency: Reading Rate numbers. Examples: Spelling: Express 3 in the form 3 = Mood, wooden, drew, smooth, blue, 3/1; recognize that 6/1 = balloon, true, crooked, chew, tooth, 6; locate 4/4 and 1 at the hooves, cool, food, pooch same point of a number Sentence Dictation: T348 line diagram Grammar: .  More Irregular Verbs d. Compare two fractions Opinion Writing: with the same numerator  Daily Proofreading Practice or the same denominator by reasoning about their  Prewrite a Persuasive Essay size. Recognize that  Focus Trait: Ideas comparisons are valid only when the two fractions Weekly Assessment: refer to the same whole. Target Vocabulary: 19.2 - 19.4 Record the results of Comprehension: 19.5 – 19.6 comparisons with the Phonics: 19.7 – 19.8 symbols >, =, or <, and Grammar: 19.9 – 19.10 justify the conclusions, e.g., by using a visual fraction model UNIT 4 : Lesson 20 Daily Opening Routines: T386 http://www.bgfl.org/bgfl/custom/ T410 T418 T428 T436 resources_ftp/client_ftp/ks2/math s/fractions/level4.htm Phonemic Awareness  High Frequency Words http://www.gamequarium.com/fr  Vocabulary Boost actions.html Oral Language: Read Aloud http://nlvm.usu.edu/en/nav/topic “ Clever Colonies” T388 _t_1.html Vocabulary in Context:

30 Lesson 1 – Using models to Shelter, colony, constant, wilderness, compare fractions: Same climate, region, unexpected, gliding 22 denominator overheated, layer Vocabulary Strategies: Capítulo 14: Poesia para ler e Lesson 2 – Using models to * Dictionary/Glossary para ver compare fractions: same Numerator Anchor Text:

“ Life on the Ice” SCIENCE STANDARD III: Lesson 3 – Comparing fractions Informational Text Physical Science: Students will gain “ The Raven: An Inuit Myth” an understanding of Physical Science Lesson 4 – Comparing fractions on Myth through the study of the forces of the number line Capítulo 15: Ler para saber motion and the properties of Guided Retelling: mais materials Lesson 5 – Finding equivalent fractions  Oral Language – use Retelling Cards Text-Based Comprehension Objective 1: Analyze changes in Lesson 6 – Equivalent Fractions (3 weeks) the movement of non-living things. and the number line Target Skill: Main Ideas and details Lesson 7 – Whole Numbers and Target Strategy: Infer / Predict I Can Statement: Fractions (understand tha a whole Phonics: a. Describe, classify, and number can be represented by a  Compound Words communicate fraction Fluency: Accuracy observations about the Spelling: motion of objects, e.g., Lesson 8 - Using fractions: ways Birthday, anyone, sometimes, straight, zigzag, circular, to compare and order fractions everything, homework, afternoon, curved, back-and-forth, airplane, grandmother, something, and fast or slow. Lesson 9 – Problem solving: draw a picture to show data and find without, himself, faraway, solutions sunburned, daylight b. Compare and contrast the Sentence Dictation: T440 movement of objects Grammar: using drawings, graphs,  What is an Adverb and numbers. Vocabulary: equivalent fractions, simplest form Opinion Writing: c. Explain how a push or pull can affect how an object  Daily Proofreading Practice moves.  Draft a Persuasive Essay

31 Assessment: (for each lesson)  Focus Trait: Organization Supplemental Materials (pdf) Quick Check 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 Weekly Assessment: Unit Test 10 Target Vocabulary: 20.2 – 20.4 Comprehension: 20.5 – 20.7 Phonics: 20.8 – 20.9 Grammar: 20.10 – 20.11 Math Core: 3NF.2, 3, 3a, 3NF3.b, c, d Objective 2: Analyze objects and UNIT 5 : Lesson 21 record their properties. Daily Opening Routines: T12 T34 T42 T52 T60

I can Statement: Phonemic Awareness a. Sort, classify, and chart  High Frequency Words objects by observable  Vocabulary Boost properties, e.g., size, shape, color, and texture. Oral Language: Read Aloud “ Seal’s Story” T14 b. Predict measurable Topic 11 – Two-Dimensional properties such as weight, Shapes and their Attributes Vocabulary in Context: T temperature, and whether Standard 1: Understand that Prairie, slick, fetch, clattered, sniff, 23 objects sink or float; test and shapes in different categories (e.g., rough, batted, thumped, buzzing, record date. rhombi, rectangles, and others) may rustle share attributes (e.g., having four Vocabulary Strategies: c. Predict, identify, and sides), and that the shared * Prefix non_ describe changes in matter attributes can define a larger when heated, cooled, or category (e.g., quadrilaterals). Anchor Text: mixed with water. Recognize rhombi, rectangles, and “ Sarah, Plain, and Tall” square as examples of Historical Fiction Supplemental Materials (pdf) quadrilaterals, and draw examples “ Wagons of the Old West” of quadrilaterals that do not belong Informational Text to any of these subcategories. Guided Retelling:  Oral Language – use Retelling Cards http://www.bookemon.com/book_ Text-Based Comprehension read_flip.php?

32 book_id=97264&size=1.4&style=p opup2 Target Skill: Story Structure Target Strategy: Monitor / Clarify http://ww.mathsisfun.com/quadri laterals.html Phonics:  Base words and _ed, _ing http://www.teachervision.fen.com Fluency: Intonation /math-instruments/grapic- Spelling: organizers/44643.html Coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, Lesson 1 - Lines and line loved, gripped, tasted segments: are sets of points Sentence Dictation: T64 Grammar: Lesson 2 – Angles: formed by rays  Adverbs that compare with a common endpoint

Lesson 3 – Polygons Narrative Writing: Lesson 4 - Triangles  Daily Proofreading Practice  Fictional Narrative paragraph Lesson 5 – Quadrilaterals:  Focus Trait: ideas polygons can be described and classified by their sides and angles Weekly Assessment: Target Vocabulary: 21.2 – 21.4 Lesson 6 – Combining and Comprehension: 21.5 – 21.6 separating shapes: polygons can be Phonics: 21.7 – 21.8 put together or taken apart to Grammar: 21.9 – 21.11 make other polygons

Lesson 7 – Making new shapes - UNIT 5 : Lesson 22 understand that polygons can be Daily Opening Routines: T102 combined and divided to make T126 T134 T144 T152 24 other polygons. Phonemic Awareness Lesson 8 – Problem solving: solve by breaking apart or changing the  High Frequency Words problem into simpler ones and use  Vocabulary Boost

33 those to solve the original problem. Oral Language: Read Aloud Lesson 9 – Problem Solving: Make “ The Taste of Hope” T104 and test generalization. Vocabulary in Context: Migrate, survival, plenty, frightening, Vocabulary Words: accidents, solid, chilly, landscape, point, line, line segment, Thunderous, dramatic intersecting lines, parallel lines, ray, Vocabulary Strategies: angle, vertex (of an angle),right * Word Roots angle, perpendicular, acute angle, polygon, side, vertex (of a polygon), Anchor Text: diagonal, polygons, triangles, “ The Journey: Stories of quadrilaterals, pentagon, hexagon, Migration” Informational Text octagon, equilateral, isosceles “ The Grasshopper and the Ant” triangle, scalene triangle, right Fable triangle, acute triangle, obtuse Guided Retelling: triangle, trapezoid, parallelogram, rectangle, rhombus, square, line  Oral Language – use Retelling plots, pictograph, bar graph Cards Text-Based Comprehension

Target Skill: Compare / Contrast Assessment: (for each lesson) Target Strategy: Visualize Quick Check 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 Phonics: Unit Test 11  Spelling changes: _s, es.ed, _ing Fluency: Phrasing Spelling: Cities, cried, puppies, hurried, stories, flies, parties, tried, pennies, fried, Math Core: 3G.1, 3G.2 carried, babies, spied, ponies Sentence Dictation: T150 Grammar:  Making Comparisons

Narrative Writing:

34  Daily Proofreading Practice  Descriptive paragraph  Focus Trait: Word Choice

Weekly Assessment: Target Vocabulary: 22.2 – 22.4 Comprehension: 22.5 – 22.7 Phonics: 22.8 – 22.13 Grammar: 22.14 – 22.16

Phonemic Awareness 25  High Frequency Words  Vocabulary Boost Capítulo 16: Moral da história Oral Language: Read Aloud “ Piggy Goes to Town” T196

(2 weeks) Topic 12: Time Vocabulary in Context: Measurement and Data Standard Sincere, managed, loaded, loveliest, 2: Measure and estimate liquid conversations, inspired, reunion, volumes and masses of objects using currently pleasure, terror standard units of grams (g), Vocabulary Strategies: kilograms (kg), and liters (l). Add, * Suffixes _er, _est subtract, multiply or divide to solve SCIENCE STANDARD IV one-step word problems involving Anchor Text: Life Science: Students will gain an masses or volumes that are given in “ understanding of Life Science the same units, e.g., by using The Journey of Oliver through the study of changes in drawings (such as a beaker with a K. Woodman” Fantasy organisms over time and the nature measurement scale) to represent “ Moving the U.S. Mail” of living things. the problem. Informational Text Guided Retelling:  Oral Language – use Retelling

35 Objective 1: Communicate Lesson 1 – Time to the half hour Cards observations about the similarities and quarter hour Text-Based Comprehension and differences between offspring and between populations. Lesson 2 – Time to the minute Target Skill: Sequence of Events Target Strategy: Analyze / Lesson 3 – Units of time Evaluate

I can Statement: Lesson 4 – Elapsed time Phonics: a. Communicate observations  Suffixes _ful, _y, _ous, _ly, _er about plants and animals, Lesson 5 – Problem solving: work Fluency: Reading Rate including humans, and how backward Spelling: they resemble their parents. Singer, loudly, joyful, teacher, fighter, closely, powerful, farmer, quickly, b. Analyze the individual careful, friendly, speaker, wonderful, similarities and differences Vocabulary Words: truly within and across larger hour, half hour, quarter hour, Sentence Dictation: T250 groups. minute, seconds, a.m., p.m., elapsed Grammar: time, perimeter, miles, area, square  Possessive Nouns and unit, capacity, cup ©, pint (pt.) Supplemental Materials (pdf) Pronouns quart (qt.) gallon (gal.), milliliter (mL), liter (L.), mass, gram (g.)

Kilogram (kg.), weight, ounce (oz.), pound (lb.), ton (T.) Narrative Writing:  Daily Proofreading Practice  Dialogue Objective 2: Living things create  Focus Trait: Voice change and depend upon their Assessment: (for each lesson) environment to satisfy their basic Quick Check 12.1 12.2 12.3 12.4 Weekly Assessment: needs. 12.5 Target Vocabulary: 23.7 – 23.8 Unit Test 12 Comprehension: 23.9 – 23.11 Phonics: 23.12 – 23.14 I Can Statement: Math Core: 3MD.1 Grammar: 23.15 – 23.16 a. Make observations about living things and their environment using the five UNIT 5 : Lesson 24 26 senses. Daily Opening Routines: T288 T312 T320 T330 T338 BENCHMARK 3 DUE

36 b. Identify how natural earth Tracks A, B, C – Feb. 13 materials (e.g., food, water, Track D – March 6 Phonemic Awareness air, light, and space), help to Traditional – Feb. 20  High Frequency Words sustain plant and animal  Vocabulary Boost life. Oral Language: Read Aloud c. Describe and model life “ Mapping the World” T290 cycles of living things. Vocabulary in Context: T10 Supplemental Materials Voyage, lava, rippled, arrival, guided, (pdf) twisted, aboard, anchor, spotted, bay Vocabulary Strategies: * Shades of Meaning

Anchor Text: “ Dog-of-the-Sea Waves” Realistic Fiction “ The Land Volcanoes Built” Informational Text Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Target Skill: Author’s Page Target Strategy: Question

Phonics:  Prefixes un_, pre_, re_, bi_ Fluency: Accuracy Spelling: Unfold, rejoin, untie, reheat, unfair, unclear, repaid, rewrite, unhurt, recheck, unlucky, unwrap, reuse, unsure Sentence Dictation: T342

37 Grammar:  Complex Sentences

Narrative Writing:  Daily Proofreading Practice  Prewrite a Fictional Narrative  Focus Trait: Sentence Fluency

27 UNIT 5 : Lesson 25 Daily Opening Routines: T380 T404 T412 T422 T430

Phonemic Awareness Topic 13 - Perimeter  High Frequency Words  Vocabulary Boost Lesson 1 – Understanding perimeter; the sum of the lengths Oral Language: Read Aloud of the sides “ Extreme Skiing, Extreme Danger,” T382 Lesson 2 – Tools and Units for perimeter Vocabulary in Context: T10 Approached, section, avalanches, increases, equipment, tanks, slopes, Lesson 3 – Perimeter of common altitude, succeed, halt shapes Vocabulary Strategies: * Analogies Lesson 4 – Different shapes with the same perimeter Anchor Text: “ Mountains: Surviving”

38 Informational Text Lesson 5 – Problem solving: try, “ The Big Cleanup” Play check, and revise Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension Assessment: (for each lesson) Quick Check 13.1 13.2 13.3 13.4 Target Skill: Text and Graphic 13.5 Features Target Strategy: Infer / Predict Unit Test 13 Phonics:  Suffixes _less, _ness, _able Fluency: Expression Spelling: Painless, sickness, sadness, helpless, thankless, kindness, hopeless, darkness, fearless, thickness, careless, goodness, spotless, softness Sentence Dictation: T434 Grammar:  Words That Compare

Narrative Writing:  Daily Proofreading Practice  Draft a Fictional Narrative  Focus Trait: Sentence Fluency

28 UNIT 6 : Lesson 26

39 Daily Opening Routines: T10-T12 T22 T26 T32 T35

Oral Language: Read Aloud

Vocabulary in Context: T10 Principal, proud, announced. Advice, loyal, ability, absorb, loveliest, compete, approached Vocabulary Strategies: * Abbreviations

Anchor Text: “ The Foot Race Across America” Narrative Nonfiction “ Paca and the Beetle” Folktale “Fast Track” “Ode To My Shoes” Poetry Guided Retelling:  Oral Language – use Retelling Cards Text-Based Comprehension

Target Skill: Main Ideas and Details Target Strategy: Analyze / Evaluate

Phonics:  Common Final Syllables _tion, _sion,, _ure Fluency: Accuracy

40 Spelling: Person, helmet, until, carpet, Monday, enjoy, forget, problem, Sunday, garden, order, mistake, umpire, herself Sentence Dictation: T438 Grammar:  Suffix _ion

Opinion Writing:  Daily Proofreading Practice  Compare and Contrast paragraph Topic 14 – Area  Focus Trait: Organization Measurement and Data Standard 5: Recognize area as an attribute of Weekly Assessment: plane figures and understand Target Vocabulary: 26.2 – 26.3 29 concepts of area measurement. Comprehension: 26.4 – 26.6 a. A square with side length Phonics: 26.7 – 26.8 one unit, called “a unit Grammar: 26.9 – 26.11 square,” is said to have “one square unit” of area, and can be used to measure area. UNIT 6 : Lesson 27 b. A plane figure which can be Daily Opening Routines: T58 covered without gaps or T68 TT72 T78 T81 overlaps by n unit squares is said to have an area of n square units. Phonemic Awareness  High Frequency Words http://www.shodor.org/interactiv  Vocabulary Boost e/activities/AreaExplorer/ Oral Language: Read Aloud http://www.ixl.com/math/grade-3 “ Maglev Trains” T58

Vocabulary in Context: T10

41 http://nlvm.usu.edu/en/nav/topic Research, tools, familiar, gadget, _t_4.html invention, experiment, electric, power, prove, improve Vocabulary Strategies: http://olc.spsd.sk.ca/de/math1- * Homographs and Homophones 3/virtual manipulatives/areaGRID.html Anchor Text: “ The Power of Magnets” Measurement and Data Standard Expository Nonfiction 6: Measure areas by counting unit “ Electromagnets and You” squares (sq. cm., sq. m, square in, Photo Essay square ft., and improvised units) Guided Retelling: http://www.wartgames.com/them  Oral Language – use Retelling es/math/areaandperimeter.html Cards Text-Based Comprehension http://math.pppst.com/perimeter. html Target Skill: Cause and Effect Target Strategy: Summarize http://www.mathplayground.com /PartyDesigner/PartyDesigner.ht Phonics: ml  Double Consonants Fluency: Intonation http://pbskids.org/cyberchase/ma Spelling: th-games/airlines-builder/ Jelly, bottom, pillow, happen, butter, lesson, cherry, sudden, arrow, dollar, http://pbskids.org/cyberchase/vid hello, rabbit, letter, button eos/area-alert/ Sentence Dictation: T85 Grammar: http://math.pppst.com/perimeter.  Contractions html Informative Writing:  Daily Proofreading Practice Lesson 1 – Understanding are:  Problem-and-Solution covering regions Paragraph  Focus Trait: Ideas Lesson 2 – Area and units 30 Weekly Assessment:

42 Lesson 3 – Standard Units: size of Target Vocabulary: 27.2 – 27.4 the area unit determines the Comprehension: 27.5 – 27.7 number of units for the area of a Phonics: 27.8 – 27.9 figure Grammar: 27.10 – 27.12

Lesson 4 – Area of squares and rectangles UNIT 6: Lesson 28 Daily Opening Routines: T 104 Lesson 5 – Area and the T 114 T118 T124 T126 Distributive Property Phonemic Awareness Lesson 6 – Problem solving: Solve  High Frequency Words a simpler problem  Vocabulary Boost Lesson 7 – Area of Irregular Oral Language: Read Aloud shapes “ Rising to the Challenge” T104 Lesson 8 – Same area, different perimeter Vocabulary in Context: T Throughout, textures, peak, steep, Lesson 9 – Same areas and tropical, landscape, slopes, altitude, fractions survival, equipment Vocabulary Strategies: Lesson 10 – Problem Solving: * Word Roots Selecting appropriate measurement units and tools Anchor Text: “ Becoming Anything He Want To Be” Biography Vocabulary: regions, area, unit, “ My Blue Belt Day” Journal perimeter Entry “I chop Chop” “Long Jump” Assessment: (for each lesson) Poetry Quick Check 14.1 14.2 14.3 14.4 Guided Retelling: 14.5 14.6 14.7 14.8 14.9 14.10  Oral Language – use Retelling Unit Test 14 Cards Text-Based Comprehension Math Core: 3MD5, 5a, b, 3MD.6, 7, 7a,b,c, d,

43 3MD.8, 3G.2 Target Skill: fact or Opinion Target Strategy: Visualize

Phonics:  Words with ough, and augh Fluency: Phrasing Spelling: Taught, thought, rough, laugh, bought, cough, ought, caught, fought, daughter, tough, through, enough, brought Sentence Dictation: T131 Grammar: * Commas in sentences

Topic 15 – Liquid Volume and Informative Writing: Mass  Daily Proofreading Practice Lesson 1 – Customary units of  Instructions capacity  Focus Trait: Word Choice

31 Lesson 2 – Metric Units of capacity Weekly Assessment: Target Vocabulary: 28.8 – 28-10 Lesson 3 – Units of mass Comprehension: 28.11 – 28.13 Phonics: 28.14 – 28.15 Lesson 4 – Units of weight Grammar: 28.16 – 28.18

Lesson 5 – Problem Solving: Draw a picture UNIT 6 : Lesson 29 Assessment: (for each lesson) Daily Opening Routines: T150 Quick Check 15.1 15.2 15.3 15.4 T162 T166 T172 T174 Unit Test 15

Math Core: 3MD.2 Phonemic Awareness  High Frequency Words  Vocabulary Boost

44 Oral Language: Read Aloud “ Two Players” T150

Vocabulary in Context: Excitement, score, athlete, tense, succeed, league, earn, partners, pleasure, contribute Vocabulary Strategies: * Prefixes un_, dis_

Anchor Text: Topic 16 – Data “ A New Team of Heroes” Measurement and Data Standard Drama 3: Draw a scaled picture graph and “ Champion ” Informational Text a scaled bar graph to represent a “ data set with several categories. Defender” Spellbound” Poetry Solve one and two-step “how many Guided Retelling: more” and “how many less”  Oral Language – use Retelling problems using information Cards presented in scaled bar graphs. For Text-Based Comprehension example draw a bar graph in which each square in the bar graph might Target Skill: Understanding represent five pets. Characters Target Strategy: Monitor / Clarify Vocabulary Words: Data, picture graph, pictograph, Phonics: symbol, key, scale, category, title  Words ending in _er, or _le labels, compare, how many Fluency: Expression more/less, tally marks, chart, survey Spelling: Apple, river, little, October, ladder, summer, purple, later, November, http://nces.ed.gov/nceskids/creat giggle, uncle, winter, center, double eagraph/ Sentence Dictation: T179 32 Grammar:  What is a Preposition? Lesson 1 – Line Plots

45 Lesson 2 – Length and line plots Informative Writing:  Daily Proofreading Practice Lesson 3 – Reading pictographs  Prewrite a Research Report and bar graphs  Focus Trait: Ideas Lesson 4 – Making pictograph Weekly Assessment: Lesson 5 – Making Bar graphs Target Vocabulary: 29.2 – 29.3 Comprehension: 29.4 – 29.6 Lesson 6 – Problem solving: Use Phonics: 29.7 – 29.8 Tables and Graphs to draw Grammar: 29.9 – 29.11 conclusions

UNIT 6 : Lesson 30 Assessment: (for each lesson) Daily Opening Routines: T198 Quick Check 16.1 16.2 16.3 16.4 T210 T220 T223 16.5 16.6 Phonemic Awareness Math Core: 3MD.3, 4  High Frequency Words  Vocabulary Boost

Oral Language: Read Aloud “ Service Dog” T198 BENCHMARK 4 DUE: Traditional – April 24 Vocabulary in Context: T10 Tracks A, B, C – May 15 Worried, certainly, raise, afford, Track D – May 29 applause, anxiously, dramatic, guided, ingredients, fetch Vocabulary Strategies: * Compound Words

Anchor Text: Post Test Due: “ Track A – June 10 Saving Buster” Track B, C, D – June 26 Realistic Fiction Traditional – May 29 “ Acting Across Generations ” News Article “Company’s Coming” Poetry

46 Guided Retelling:  Oral Language – use Retelling Cards SAGE TESTING Text-Based Comprehension

Target Skill: Conclusions Target Strategy: Questions

Phonics:  Schwa Sound Fluency: Reading Rate Spelling: Below, about, belong, around, again, alone, because, above, between, alive, Behind, begin, along, before Sentence Dictation: T227 Grammar:  Correct Pronouns

Opinion Writing:  Daily Proofreading Practice  Draft a Research Report  Focus Trait: Organization