Troup County School System s5

RL: Reading Literary Unit EQ: What strategies can I use to 1 RF: Reading Foundational think more deeply about what I read? W: Writing Troup County School System SL: Speaking and Listening L: Language Reading Curriculum Map Prior learning: indicated in red. Third Grade – Third Quarter Unit 1 Click here for the Q3U1 Teacher Checklist

CCGPS Standards Essential Questions Vocabulary System Resources Reading: Literary (RL): Whole Group How does asking and answering explicit ***Weeks 19- 24 **Denotes new standard for this quarter questions (before, during, and after text reading) help me stay engaged with text? thick questions ***Weeks 25- 30 How can I prove my answers using the thin questions ELACC.3RL.1 Ask and answer questions to demonstrate Constructed Response understanding of a text, referring explicitly to the text as the text? How do I ask a good question? justify basis for the answers. (Ask and Answer Questions, Inferring, What is the difference between a thick support Practice Making Connections) question and a thin question? predict RACE Poster Students have been asking and answering questions to demonstrate Yes MA’AM Poster understanding since Kindergarten. Justifying their answers from text is new learning. PreK-5 Reading Comprehension Page ELACC.3RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, recount, retell, folktale, FCRR: Reading activities for lesson, or moral and explain how it is conveyed through key How can I determine the central message fable, central message, practicing RL standards details in the text. (Summarizing) of a piece of literary text? How does an lesson, moral, diverse author use key details to convey his/her cultures, key details, Fables and folktales were introduced in second grade. Myths are Resources for 3RL.1 new. central message? story map, summarize, myth, mythology, author’s purpose ELACC.3RL.3 Describe characters in a story (e.g. their traits, Scholastic: finding the motivations, or feelings) and explain how their actions message in a story contribute to the sequence of events. How can I get to know a story character? traits, motivation, Students were introduced to characters in Kindergarten. Resources for 3RL.2 Describing how their actions contribute to the sequence of events How does character analysis help me character, plot, understand a story? sequence is new learning. Scholastic: Online Character Scrapbook

Resources for 3RL.3

Interactive Reading Resources

Troup County Schools 2014 3rd Reading Curriculum Map Third Quarter Unit 1 2 CCGPS Standards Essential Questions Vocabulary System Resources How can I use context clues to help literal, non-literal, Figurative Language **ELACC.3RL.4 Determine the meaning of words and phrases understand an author’s use of literal/non- figurative phrases, Powerpoint as they are used in a text, distinguishing literal from non- literal words and phrases? sensory images Keep track of figurative literal. (Self-Monitoring, Inferring) Students worked with language on an anchor chart. context clues in second grade. Non-literal (figurative language) is Students do not need to name new learning. the figurative language. Instead, they should be able to What are some helpful terms I can use tell that it is not literal and ELACC.3RL.5 Refer to parts of stories, dramas, and poems when discussing literary works? How stories, dramas, poems, figure out its meaning. when writing or speaking about a text, using terms such as can I analyze each part of a literary work chapter, scene, stanza, Resources for 3RL4 chapter, scene, and stanza; describe how each successive part and determine how it builds on earlier successive, section, builds on earlier sections. parts? fiction, non-fiction, Resources for 3RL.5 Students are familiar with the structure of a story. Dramas and drama, poetry poems are new. Resources for 3RL.6 What is a point of view? How can I tell point of view, narrator, **ELACC.3RL.6 Distinguish their own point of view from that an author’s point of view when I read a connections (text-self, Power Point: Author’s Viewpoint of the narrator or those of the characters. (Making story? text-text, text-world) Connections) Teaching Perspective and Point of View lesson using The Pain and This is new learning. the Great One Books for Teaching Point of View ELACC.3RL.7 Explain how specific aspects of a text’s How do illustrations compliment words to specific, aspects, illustrations contribute to what is conveyed by the words in a tell a story? illustrations, convey, Resources for 3RL.7 story (e.g., create mood, emphasize aspects of a character of mood, emphasize setting). (Visualizing) This is new learning. Resources for 3RL.9

ELACC.3.RL.9 Compare and contrast the themes, settings, and What strategies can I use to compare and compare, contrast, Differentiation Consideration plots of stories written by the same author about the same or contrast parts of stories written by the themes, settings, plots, Lower levels of Blooms: similar characters (e.g., in books from a series). New learning. same author about the same or similar book series Tier one (Struggling and on grade level): List story elements. (knowledge) characters? Book summary. (comprehension) Support a conclusion about a character ELACC.3.RL.10 By the end of the year, read and comprehend genres, comprehend, with evidence from the book. (application) literature, including stories, dramas, and poetry, at the high Higher levels of Blooms: To be a well-rounded reader, what genres stories, dramas, poetry, Tier two (Advanced): end of the grades 2-3 text complexity band independently and of books should I read? How do I push complexity, Discuss the theme or author’s purpose proficiently. Students are expected to read within the Lexile levels for writing the book. (analysis) myself to be a better reader? independently, Create a new ending for the story. of 420- 820 by the end of third grade. proficiently (synthesis) Critique the author’s writing and support your conclusion.(Evaluation)

Troup County Schools 2014 3rd Reading Curriculum Map Third Quarter Unit 1 3

CCGPS Standards Essential Questions Vocabulary System Resources Reading Foundational (RF): Small Group You Can’t Spell Prefix Without word analysis, prefix, Pre- A lesson from ReadWriteThink ELACC.3RF.3 Know and apply grade-level phonics and word How can knowledge of word parts help un-, re-, dis-, in-, pre- me to become better reader? derivational suffix, analysis skills in decoding words. Morpheme Match-Up Latin suffix a. Identify the meaning of the most common prefixes and -ation -ly –ous, -ment, FCRR morpheme games derivational suffixes. In second grade, students had to decode -ity, -ful, -ous, -al words with common prefixes and suffixes. Flip-A-Chip great for b. Decode words with common Latin suffixes. This is new independent practice on affixes learning. Resources for 3RF.3

Most Frequent Affixes in Printed ELACC.3RF.4 Read with sufficient accuracy and fluency to School English support comprehension. Students are expected to read a grade What does fluent reading sound like? accuracy, fluency, level- appropriate book at a rate of 90 words per minute by the end How does reading with accuracy and purpose, understanding, fluency help me understand what I read? comprehension Most Common Greek and Latin of second grade. Students should be able to read at a rate of 120 Roots words per minute by the end of third grade.

a. Read on-level text with purpose and understanding.

Troup County Schools 2014 3rd Reading Curriculum Map Third Quarter Unit 1 4

CCGPS Standards Essential Questions Vocabulary System Resources Language affix, root word, ReadWriteThink Lesson- Rooting How can I use my knowledge of word determine, clarify out Meaning: Morpheme Match Ups parts to determine meaning of ELACC.3.L.4 Determine or clarify the meaning of unknown unknown words? and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of FCRR: Determining the meaning of strategies. a word using affixes b. Determine the meaning of the new word formed when a known Four Word affix is added to a known word (e.g., agreeable/disagreeable, Quick Words comfortable/uncomfortable, care/careless, heat/preheat). Introduced with prefixes in second grade. Suffixes are new learning. “Word Work” (ELACC3L4 and ELACC3L5) should happen every c. Use a known root word as a clue to the meaning of an unknown day, in the context of real reading ,as word with the same root. Introduced in second grade. well as in isolation during small group

ELACC.3.L.5 With guidance and support from adults, How can I figure out literal and non- literal, non-literal, Literal vs. non-literal practice- to demonstrate understanding of word relationships and literal meanings of words and phrases? context use as Guided practice, at the nuances in word meanings. (6+1 Trait: Word Choice) beginning of a mini lesson.

a. Distinguish the literal and non-literal meaning of words and phrases in context (e.g., take steps ). Ties nicely to Literal vs. Non-Literal Language ELACC.3RL.4 This is new learning. powerpoint

Troup County Schools 2014 3rd Reading Curriculum Map Third Quarter Unit 1