Skills Strand TeacherUnit Guide 6 A B A CoreC Knowledge Language Arts® • A B D A B C C D E A B F E B C D G A E F C D G H B F E I C D G H GRADE 3 F J E D G H I K F J L E I G H K M DE J F F C G L B I H K G H AM N J I L J I K H O M N K J L I L K M O N P J M L Q K O M N P L N M Q R O N P O S N Q O P R T Q P S R U P T S R V U Q T S W U T V U V R W V X W Y S X X Z Y Y T Z Z A U B JKLMNOP C HI Q G RS V - F T DED UV W BC E W M A - HIJKLMNOP X L G Q Y EF RX S Z DK T C Y U A B J V Z A I W B JKLM C I H H NO FG A P X E G B Q Y D F D C E C D R Z AB STU A EF DEFGHIJKLMNO VW BC G ABC PQ X D H HIJ RS YZ E IJ CDEFG KLMN TU A F K AB OP V B G LM EFGHIJ QR W C H BCD KLM S XY D I A NO TU Z E DEFGHI PQ V A F BC JKL R W B A MN S X C DEFG O T Y D ABC HI P U Z JKL Q V M R W BCDEFG N S A HI O T CD JK P U AB EFG H Unit 6 Teacher Guide Skills Strand GRADE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. 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Table of Contents Unit 6 Teacher Guide Alignment Chart for Unit 6 v Introduction to Unit 6 1 Lesson 1: Mid-Year Assessment; Words with /k/ Spelled ‘c’, ‘k’, ‘ck’, ‘ch’, and ‘cc’ 10 Lesson 2: Mid-Year Assessment; Conjunction because 20 Lesson 3: Mid-Year Assessment; Suffixes –ive and –ly 41 Lesson 4: Mid-Year Assessment; Conjunction because 54 Lesson 5: Mid-Year Assessment; Spelling Assessment 62 Lesson 6: Words with /s/ Spelled ‘s’, ‘c’, ‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’ 70 Lesson 7: Conjunction because 78 Lesson 8: Suffixes –ive and –ly 87 Lesson 9: Build Sentences Using Conjunction because 93 Lesson 10: Spelling Assessment 100 Pausing Point 106 Teacher Resources 121 Glossary for Gods, Giants, and Dwarves 127 Workbook Answer Key 132 Alignment Chart for Unit 6 The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Reading Standards for Literature: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RL.3.1 answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally CKLA or in writing, requiring literal recall and Goal(s) understanding of the details of a fiction P P P P P P P P text read independently by explicitly referring to the text Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, STD RL.3.2 or moral and explain how it is conveyed through key details in the text. Recount stories read independently, including fables, folktales, and myths CKLA from diverse cultures; determine the Goal(s) central message, lesson, or moral and P P P P P P P P explain how it is conveyed through key details in the text Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to STD RL.3.3 the sequence of events. Describe characters in a fiction text read independently (e.g., their traits, CKLA motivations, or feelings) and explain how Goal(s) P P P P P P P P their actions contribute to the sequence of events Craft and Structure STD RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Determine the meaning of words and CKLA phrases as they are used in a text, Goal(s) distinguishing literal from nonliteral P language. Unit 6 | Alignment Chart v © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 Integration of Knowledge and Ideas Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., STD RL.3.7 create mood, emphasize aspects of a character or setting). Explain how specific aspects of an independently read fiction text’s CKLA illustrations contribute to what is Goal(s) conveyed by the words in a story (e.g., P P P P P P P P create mood, emphasize aspects of a character or setting) STD RL.3.8 (Not applicable to literature) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar STD RL.3.9 characters (e.g., in books from a series). Compare and contrast the characters, CKLA themes, settings, and plots of stories, Goal(s) read independently, from different P P P P P P P chapters of the same reader Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the STD RL.3.10 Grades 2–3 text complexity band independently and proficiently. By the end of the year, read and comprehend literature, including CKLA stories and dramas, at the high end of Goal(s) the Grades 2–3 text complexity band P independently and proficiently Reading Standards for Informational Text: Grade 3 Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area. Determine the meaning of general academic and domain-specific words CKLA and phrases in a nonfiction/informational Goal(s) P P P P P P P P text read independently relevant to a Grade 3 topic or subject area Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is CKLA conveyed by the words in a nonfiction/ Goal(s) informational text read independently P P P P P P P P (e.g., where, when, why, and how key events occur) vi Unit 6 | Alignment Chart © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 6 1 2 3 4 5 6 7 8 9 10 STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Compare and contrast the most important points and key details CKLA presented in two nonfiction/ Goal(s) P P P informational texts read independently on the same topic Range of Reading and Level of Text Complexity Reading Standards for Foundational Skills: Grade 3 Phonics and Word Recognition STD RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. STD RF.3.3b Decode words with common Latin suffixes. Decode words with common Latin CKLA suffixes, e.g. –er, –ist, –ian, –y, –al, –ous, Goal(s) P P –ive, –able, –ible, –tion STD RF.3.3c Decode multi-syllable words. CKLA Decode multi-syllable words Goal(s) P STD RF.3.3d Read grade-appropriate irregularly spelled words. CKLA Independently read grade-appropriate Goal(s) irregularly spelled words P P Fluency STD RF.3.4 Read with sufficient accuracy and fluency to support comprehension.