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Unit 1 Teacher Guide Skills Strand Skills Skills Strand TeacherUnit Guide 1 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 1 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. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Table of Contents Unit 1 Teacher Guide Alignment Chart for Unit 1 v Introduction to Unit 1 1 Lesson 1: Spellings and Sounds: ‘a’ > /a/ (hat), ‘i’ > /i/ (it), ‘e’ > /e/ (pet), ‘u’ > /u/ (but), ‘o’ > /o/ (hop) 17 Lesson 2: Spellings and Sounds: ‘a_e’ > /ae/ (cake), ‘e_e’ > /ee/ (Pete), ‘i_e’ > /ie/ (bite), ‘o_e’ > /oe/ (home), ‘u_e’ > /ue/ (cute) 29 Lesson 3: Spellings and Sounds: ‘a’ > /ae/ (paper), ‘e’ > /ee/ (me), ‘i’ > /ie/ (biting), ‘o’ > /oe/ (open), ‘u’ > /ue/ (unit) 38 Lesson 4: Spellings and Sounds: ‘ai’ > /ae/ (wait), ‘ee’ > /ee/ (bee), ‘ea’ > /ee/ (beach), ‘ie’ > /ie/ (tie), ‘oa’ > /oe/ (boat), ‘oe’ > /oe/ (toe), ‘ue’ > /ue/ (cue) 47 Lesson 5: Consonant ‘le’ Syllables 54 Beginning-of-Year Assessment 61 Lesson 6: Beginning-of-Year Assessment 65 Lesson 7: Beginning-of-Year Assessment 82 Lesson 8: Beginning-of-Year Assessment 97 Lesson 9: Beginning-of-Year Assessment 109 Lesson 10: Beginning-of-Year Assessment 120 Lesson 11: Spellings and Sounds: ‘g’ > /g/ (got), ‘g’ > /j/ (gem), ‘c’ > /k/ (can), ‘c’ > /s/ (cent) 140 Lesson 12: Spellings and Sounds: ‘kn’ > /n/ (knock), ‘wr’ > /r/ (wrist), ‘wh’ > /w/ (when), ‘qu’ > /qu/ (quit) 149 Lesson 13: Spelling and Sounds: ‘ch’ > /ch/ (chin), ‘ch’ > /k/ (school), ‘ch’ > /sh/ (chef), ‘sh’ > /sh/ (shop), ‘ph’ > /f/ (phone), ‘th > /th/ (thin) 161 Lesson 14: Spellings and Sounds: ‘ar’ > /ar/ (car), ‘er’ > /er/ (her), ‘ur’ > /er/ (hurt), ‘ir’ > /er/ (bird), ‘or’ > /or/ (for) 172 Lesson 15: Spellings and Sounds: ‘er’ > /er/ (her), ‘ur’ > ‘/er/ (hurt), ‘ir’ > /er/ (bird), ‘ar’ > /er/ (dollar), ‘or’ > /er/ (work) 177 Pausing Point 194 Appendix 223 Teacher Resources 239 Workbook Answer Key 245 Alignment Chart for Unit 1 The following chart demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Lesson Alignment Chart for Unit 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 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 or in writing, requiring literal recall and understanding of the details of a fiction text P read independently by explicitly referring to the text CKLA Ask and answer questions, orally Goal(s) or in writing, that require making interpretations, judgments, or giving opinions about what is read independently in a fiction text, by explicitly referring to PP the text, including asking and answering why questions that require recognizing or inferring cause/effect relationships 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 from diverse CKLA cultures; determine the central Goal(s) PPPPPPPPPP message, lesson, or moral and 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 CKLA (e.g., their traits, motivations, Goal(s) or feelings) and explain how their actions contribute to the P sequence of events Unit 1 | Alignment Chart v © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Craft and Structure Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, STD RL.3.5 scene, and stanza; describe how each successive part builds on earlier sections. Refer to parts of stories and dramas that are read independently, when writing or CKLA speaking about a text, using Goal(s) terms such as introduction, PPPPPPPPPP conclusion, chapter, and scene; describe how each successive part builds on earlier sections STD RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. Distinguish their own point of CKLA view from that of the narrator or Goal(s) PP those of the characters 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 illustrations contribute CKLA to what is conveyed by the Goal(s) words in a story (e.g., create P mood, emphasize aspects of a character or setting) 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, themes, settings, CKLA and plots of stories, read Goal(s) PP independently, from different 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 Goal(s) end of the Grades 2–3 text complexity band independently P and proficiently vi Unit 1 | Alignment Chart © 2013 Core Knowledge Foundation Lesson Alignment Chart for Unit 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Speaking and Listening Standards: Grade 3 Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse STD SL.3.1 partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other STD SL.3.1a information known about the topic to explore ideas under discussion. Demonstrate preparedness for a discussion, having read or studied required material, explicitly drawing on preparation PPPPPPP and other information known about the topic to explore content under discussion Prior to independently reading a text, identify (orally or in writing) CKLA what they know and have Goal(s) P PPPPP learned that may be related to the specific read-aloud or topic Make predictions (orally or in writing) prior to and while reading a text independently, based on the title, images, and/ PPPPPPPPPPPP or text heard thus far, and then compare the actual outcomes to predictions Ask questions to check understanding of information presented, stay on topic, and link their comments to the STD SL.3.1c remarks of others.
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