MODULE 1 1 RD 3 Grade Curriculum Map Literacy & Integrated Content MODULE 1 SUMMARY Grade 3, a year of discovery and wonder, begins with a study of the ocean, a rich source of life, beauty, and inspiration. In this first module of the year, students encounter the sea through a careful analysis of literature, informational texts, and art. Students not only gain knowledge about the ocean, but also learn to value curiosity as a driving force in human endeavors.
By learning about ocean life and the many ways humans choose to explore the sea, students gain concrete information about the world around them, as well as habits of mind that will enable them to continue their own journeys of exploration and discovery. Students learn that the sea is a complex ecosystem, full of beautiful, mysterious, and important life forms. Students learn how poets and writers explore the sea through words and images. They also learn how scientists use technology to explore the sea. Finally, they gain important information about sharks and squids.
Students first encounter the ocean through poetry and art as they analyze Sara Teasdale’s “The Sea Wind,” along with Katsushika Hokusai’s iconic woodblock print, Under the Wave off Kanagawa, Mary Cassatt’s The Boating Party, and Winslow Homer’s The Gulf Stream. Finally, students experience the sea as the setting for William Steig’s charming tale of an unlikely friendship, Amos & Boris. These works of art present very different images of the ocean and prepare students to consider the ocean as complex and compelling. Next, students listen to a read-aloud of Molly Bang’s informational picture book, Ocean Sunlight: How Tiny Plants Feed the Seas. The book highlights the importance of the ocean and the relationship between the sun and the microscopic plants that form the basis of ocean food chains. Next, students read The Fantastic Undersea Life of Jacques Cousteau, by Dan Yaccarino. This lively and beautifully illustrated biography portrays the joy and wonder that compelled Jacques Cousteau to spend his life exploring the sea. Students examine two of the ocean’s most fascinating creatures, sharks and the giant squid, in two more informational texts. Cathy East Dubowski’s Shark Attack! sheds light on one of the most feared animals in the sea. Students learn more about scientific exploration of the sea by reading Mary Cerullo’s Giant Squid: Searching for a Sea Monster, which describes Dr. Roper’s scientific work to find the mysterious creature that has so long eluded detection.
For their End-of-Module (EOM) Task, students write a multi-paragraph essay explaining why artists or scientists explore the sea. The task requires students to use information from one of the module texts (the poem, art work, short story, or informational text) to explain why people, including artists and scientists, explore the sea, and to demonstrate their mastery of creating clear, well-organized paragraphs. Some students may choose to use two texts to complete this task.
MODULE LEARNING GOALS KNOWLEDGE GOALS . Identify how artists and writers use domain-specific elements to express ideas. . Explain how scientists observe the ocean carefully to learn more about it. . Explain why squids and sharks are important to the sea’s ecosystem. . Explain how people develop technology to solve problems. READING GOALS . Ask and answer questions to demonstrate understanding of a text. (RL.3.1, RI.3.1) . Determine main ideas and supporting details in informational texts and central messages in literary texts. (RL.3.2, RI.3.2) . Compare and contrast information from two texts on the same topic. (RI.3.9) . Use text features to locate information on a topic efficiently. (RI.3.5) . Analyze text illustrations to develop further understanding of information conveyed by the words in the text. (RI.3.7) LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 2 RD 3 Grade Curriculum Map Literacy & Integrated Content WRITING GOALS . Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W.3.2.a, b, c) . Produce writing in which the development and organization are appropriate to the task and purpose. (W.3.4) . Develop and strengthen writing as needed by planning, revising, and editing. (W.3.5) SPEAKING AND LISTENING GOALS . Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (SL.3.1.b) LANGUAGE GOALS . Explain the function of nouns and verbs in general and their functions in particular sentences. (L.3.1.a) . Capitalize appropriate words in titles. (L.3.2.a) . Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (L.3.1.e) . Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ( L.3.2.e) . Use sentence-level context as a clue to the meaning of a word or phrase. (L.3.4.a)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 3 RD 3 Grade Curriculum Map Literacy & Integrated Content CORE TEXTS SUPPLEMENTARY TEXTS Art Films . Under the Wave off Kanagawa, Katsushika Hokusai . “Cousteau’s Silent World: Shipwreck Excerpt” . The Boating Party, Mary Cassatt . “Quest for the Giant Squid” . The Gulf Stream, Winslow Homer . “Sperm Whale Encounter” . “Why the Ocean Matters” Picture Book (Informational) . Ocean Sunlight: How Tiny Plants Feed the Seas, Molly Bang and Penny Poetry Chisholm . “The Sea Wind,” Sara Teasdale . The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino . Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Stories Roper . “The Lion and the Mouse,” The Full Text of Aesop’s Fables . Shark Attack!, Cathy East Dubowski Websites Picture Book (Literary) . “William Steig: About the Author Section” . Amos & Boris, William Steig . “National Aquarium in Baltimore, MD Virtual Tour” National Aquarium . “White Ibis” - Excellence in Exhibition Label Writing Competition 2011 TRANSFER GOALS Transfer Goals highlight the effective use of understanding, knowledge, and skill that we want students to be able to do when they confront new challenges. It is the ability to transfer learning independently in not just one setting but varied real-world situations. KNOWLEDGE READING WRITING SPEAKING/LISTENING LANGUAGE Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to independently transfer their independently transfer their independently transfer their independently transfer their independently transfer their learning: learning: learning: learning: learning:
To learn about science topics Ask and answer questions and Write informative text in diverse Effectively communicate for Use language and conventions through discovery and careful seek answers through critical formats to examine a topic and different purposes and varied strategically and appropriately to analysis of literature, reading of both literature and convey ideas and information audiences using appropriate task, purpose, and audience. informational text and art. informational text. clearly. media.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 4 RD 3 Grade Curriculum Map Literacy & Integrated Content Module 1 Lesson 1-9 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Write informative/ explanatory FOCUS QUESTION: How do artists explore the sea? STAGE —1 DESIRED RESULTS FOCUS STANDARDS are explicitly taught and practiced throughout the module. SUPPORTING STANDARDS are practiced throughout the module due to their alignment with the study of a particular text but not necessarily explicitly taught. CONTINUING STANDARDS are taught across modules and not listed as focus standards for any particular module. Standards denoted with the asterisk (*) symbol represent the focus standards. READING STANDARDS WRITING STANDARDS SPEAKING/LISTENING STANDARDS LANGUAGE STANDARDS READING LITERATURE: W.3.2* Write informative/explanatory texts SL.3.1 Engage effectively in a range of L.3.1.a* Explain the function of nouns, RL.3.1* Ask and answer questions to to examine a topic and convey ideas and collaborative discussions (one-on-one, in pronouns, verbs, demonstrate understanding of a text, information clearly. groups, and teacher led) with diverse adjectives, prepositions and adverbs in referring explicitly to the text as the basis W.3.2.a* Introduce a topic and group partners on grade 3 topics and texts, general and their functions in particular for the answers. related information together; include building on others’ ideas and expressing sentences. RL.3.2* Recount stories, including fables, illustrations when useful to aiding their own clearly. L.3.1.e Form and use comparative and folktales, and myths from diverse cultures; comprehension. SL.3.1.b Follow agreed-upon rules for superlative adjectives and adverbs, and determine the central message, lesson, or W.3.2.b* Develop the topic with facts, discussions (e.g., gaining the floor in choose between them depending on what moral and explain how it is conveyed definitions, and details. respectful ways, listening to others with is to be modified. through key details in the text. W.3.4* With guidance and support care, speaking one at a time about the L.3.1.i* Use modal auxiliaries (e.g., can, from adults, produce writing in which the topics and texts under discussion). may, must) to convey various conditions. READING INFORMATION: development and organization are L.3.2.a Demonstrate command of the RI.3.1* Ask and answer questions to appropriate to task and purpose. conventions of standard English demonstrate understanding of a text, W.3.8 Recall information from capitalization, punctuation, and spelling as referring explicitly to the text as the basis experiences or gather information from appropriate for Grade 3 when writing. for the answers. print and digital sources; take brief notes L.3.4.a Use sentence-level context as a RI.3.2* Determine the main idea of a text; on sources and sort evidence into clue to the meaning of a word or phrase. recount the key details and explain how provided categories. they support the main idea. RI.3.7* Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE READING WRITING SPEAKING/LISTENING LANGUAGE I can…. I can…. I can…. I can….
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 5 RD 3 Grade Curriculum Map Literacy & Integrated Content RL.3.1 W.3.2 SL.3.1.d L.3.1.a I can ask questions to show I understand I can write to give information or explain a I can follow the rules to collaborate with When I speak and write, I use correct what is happening in the text. topic. my group. English conventions and grammar. I can answer questions to show I I can write to give information or explain a SL.3.2 L.3.1.h understand what is happening in the text. topic. I can explain my ideas to others in the When I speak and write, I use correct RL.3.2 I can write so that my writing includes group. English conventions and grammar. I can retell stories including fables, details, illustrations, definitions, linking SL.3.4 L3.1.i folktales, and myths from other countries. words, and ending statements. I can share my findings on a topic or text, When I speak and write, I use correct I can tell the main (central message) and W.3.4 tell a story, or about something that has English conventions and grammar. lesson or moral of the story. I can write a narrative with help and happened to me. L.3.4.a I can use the most important details to support. I can share facts; they have to be true and I can figure out what a word means by retell the story. I can write an informative/explanatory about the topic. reading the words in the same sentence, I can give examples of fables, folktales, essay with help and support. I can use descriptive details and speak so the sentences around the unknown and myths. I can write about my opinion with help and my audience can understand me. word, or using clues from pictures or other RI.3.1 support. places on the page. I can use the text to ask questions using W.3.5 L.3.5.b facts from a nonfiction text. I can make a plan for my writing. I can identify real life connections of I can use the text to answer questions I can improve my writing by revising. words. using facts from a nonfiction text. I can improve my writing by editing. L.3.5.c RI.3.2 I can seek guidance from my classmates I can compare the meaning of related I can tell the main idea of text. and adults. words. I can give details about the text that go W.3.10 with the main idea. I can develop and strengthen writing by I can explain how the details match the planning, revising, and editing with main idea. support. RI.3.3 I can follow “steps in a process” to help explain how time, sequence, and cause and effect are used in scientific experiments and technical procedures (following basic directions). RI.3.7 I can use illustrations and words to understand parts of a text. I can explain where, when, why, and how events occur.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 6 RD 3 Grade Curriculum Map Literacy & Integrated Content ELP STANDARDS The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, Style and Conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards – 3rd Grade Correspondence STANDARDS STUDENT FRIENDLY LANGUAGE I can… Transfer Goal: Use foundational skills and word-learning strategies to access content knowledge. STAGE 2—ASSESSMENT EVIDENCE---Required Major assessments (Focusing Question Tasks, New-Read Assessments, Socratic Seminars, and EOM Tasks) primarily assess module FOCUS STANDARDS. It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned. Lesson 8 Socratic Seminar Ask and answer questions about “The Sea Wind”, “The Boating Party, Under the Wave off Kanagawa, The Gulf Stream, and Amos & Boris to demonstrate understanding of how artists explore the sea. SS
Lesson 9 Focus Question Task Write a paragraph explaining how art reveals an important characteristic of the sea. FQT 1
End of Module Task Write and illustrate a narrative about a character whose life has changed because of books. Be sure to include: . Characters. . Setting from My Librarian Is a Camel. . A problem (the character doesn’t have books). . The resolution to the problem (using the method for getting books from that country).
Make sure each page includes: . Complete sentences that begin with a capital letter and end with a punctuation mark. . Capitals at the beginning of proper nouns (names and countries). . Illustrations to match the words on each page.
EOM Task This assessment should be completed by the end of Module 1. Module 1 Answer Key, Rubrics, and Sample Responses LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 7 RD 3 Grade Curriculum Map Literacy & Integrated Content Stage 3—LEARNING ACTIVITIES Module 1 Lesson 1-9 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Informative FOCUS QUESTION: How do artists explore the sea?
SMALL GROUP/INDEPENDENT/LITERATURE DISCUSSION GROUPS Differentiated Volume of Reading Tier 2 intervention for students who need a Small group reading with appropriate text Extended independent reading from “double-dose” of Fundations. based on student need. Appendix D of each Wit and Wisdom Module unit topics.
LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS L1 Ask and answer questions “The Sea Wind” Distill: Examine: Deep Dive: Vocabulary about “The Sea Wind” to What is the central Why is it important to write Multiple Meanings demonstrate understanding message of “The Sea in complete sentences? Lesson at a Glance of the poem’s central Wind”? Examine multiple meanings TE p. 26 message. (RL.3.1, RL.3.2) of a word. (L.3.4.a, L.3.5.a) Handout 1A: “The Sea Identify the parts of a Wind,” Sara Teasdale Handout 1C: Multiple complete sentence. (W.3.2, Meaning Chart L.3.1.a) Handout 1B: Reading Log Vocabulary: Volume of Reading explore, stately, shoon, Reflection Questions stanza, line
Launch TE pp. 28 Launch TE p.39 Learn TE pp. 28-36 Learn TE p.40 Land TE p. 36 Land TE p.40 Wrap TE pp. 37-38 L2 Identify a central idea in Under the Wave off Distill: Examine: Deep Dive: Vocabulary Hokusai’s woodblock print, Kanagawa, Katsushika What is a central message Why is a topic statement Nouns and Verbs Under the Wave off Hokusai of a woodblock print? important? LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 8 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS Lesson at a Glance Kanagawa and the key TE p. 42 details that support the Handout 2A: Boxes and Vocabulary: message. (SL.3.2) Bullets for Art inference, objects, figures, composition, color, focal Write a topic statement for Handout 1B: Independent point a paragraph that analyzes Reading Log Katsushika Hokusai’s Launch TE pp. 55-56 Under the Wave off Launch TE p. 44 Learn TE pp. 56-57 Kanagawa. (W.3.2.a, Learn TE pp. 44-52 Land TE p. 57 W.3.8) Land TE p. 53 Wrap TE pp. 53-54 Identify nouns and verbs and, with support, explain how they function in a sentence. (L.3.1.a)
L3 Identify the central The Boating Party, Mary Distill: Examine: Deep Dive: Style and message and key details in Cassatt What is the central Why is it important to agree Conventions The Boating Party or The (http://witeng.link/0650) message of a painting? and disagree respectfully? Nouns and Verbs in Lesson at a Glance Gulf Stream and Sentences TE p. 60 demonstrate understanding The Gulf Stream, Winslow Handout 3A: Evidence How does using a topic of the painting’s central Homer Organizer statement work? message. (R.L.3.1, (http://witeng.link/0651) SL.3.1.a, SL.3.2) Handout 2A: Boxes and Launch TE p. 74 Bullets for Art Learn TE pp. 74-75 Write a topic statement for Land TE pp. 75-76 a paragraph that analyzes Handout 1B: Independent Mary Cassatt’s The Boating Reading Log Party. (W.3.2.a) Demonstrate how a noun Launch TE p. 62 and a verb function to Learn TE pp. 62-70
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 9 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS create a sentence. (L.3.1.a, Land TE p. 71 L.3.1.i) Wrap TE p. 71
L4 Annotate a text for “Sperm Whale Encounter,” Wonder: Examine: Deep Dive: Style and confusing or important Howard Hall What do I notice and Why is listening and Conventions information and for new wonder about Amos & wondering important? Function of nouns and Lesson at a Glance vocabulary. (RL.3.1) Amos & Boris, William Boris? verbs in sentences TE p. 78 Steig Examine: Generate questions about Handout 4A: Fluency Why is reading fluently and a new text and make The Boating Party, Mary Homework accurately important? Handout 4B: Analyze a inferences based on text Cassatt Sentence evidence. (RL.3.1) Handout 1B: Independent Under the Wave off Reading Log Explain how a noun and a Kanagawa, Katsushika Vocabulary: verb function to create a Hokusa Launch TE p. 80 speck, immense, mammal sentence. (L.3.1.a, L.3.1.i) Learn TE pp. 81-87 The Gulf Stream, Winslow Land TE p. 87 Launch TE p. 90 Homer Wrap TE p. 88 Learn TE p. 90 Land TE p. 90 Wrap TE p. 90
L5 Identify the story elements The Lion and the Mouse,” Organize: Examine: Deep Dive: Style and in Amos & Boris. (RL.3.1, Aesop What's happening in Amos Why is grouping related Conventions: RL.3.2) & Boris? information together Meaning and function of Lesson at a Glance . Amos & Boris, William important? adverbs TE p. 92 Understand how an author Steig Handout 5A: “The Lion and groups related information the Mouse” Examine: Why is using together and why it is “About the Author Section” phrasing important? Handout 5D: Words with important. (W.3.2, W.3.2.a) (http://witeng.link/0646) Handout 5B: Speaking and the -ly Suffix . Listening Checklist
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 10 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS Identify adverbs with the morpheme –ly and Handout 5C: Story Map Vocabulary: examine their function in character, setting, problem, particular sentences. Launch TE p. 94 solution, (L.3.1.a) Learn TE pp. 95-99 fable, overwhelmed Land TE p. 100 Use a dictionary to Wrap TE p. 100 determine or clarify the Launch TE pp. 102-103 precise meaning of root Learn TE p. 103 words. (L.3.4.d) Land TE p. 103
L6 Explain how illustrations Amos & Boris, William Reveal: Experiment: Deep Dive: Style and and word choices in Amos Steig What does a deeper How does grouping related Conventions: & Boris depict the sea. exploration of William information together work? Capital letters in titles Lesson at a Glance (RL.3.4, RL.3.7) Under the Wave off Steig’s word choices and TE p. 106 Kanagawa, Katsushika illustrations reveal in Amos Examine: Group related information Hokusai & Boris? Why is reading with Vocabulary: together in an explanatory expression important? Akin, luminous, gazing, paragraph. (W.3.2.a) The Gulf Stream, Winslow Handout 6A: Word Choices immense, vast, rage, sound Homer and Illustrations With support, capitalize Launch TE p. 117 appropriate words in titles. Handout 4A: Fluency Learn TE p. 118 (L.3.2.a) Homework Land TE p. 119
Handout 1B: Independent Reading Log
Launch TE p. 108 Learn TE pp. 108-114 Land TE p. 114 Wrap TE p. 115
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 11 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS L7 Agree and disagree Amos & Boris, William Distill: Experiment: Deep Dive: Style and respectfully. (SL.3.1.b) Steig What is the central How do we agree and Conventions: message of Amos & Boris? disagree respectfully? Experiment with Abstract Lesson at a Glance Identify the central Nouns TE p. 122 message in Amos & Boris. Handout 5A: “The Lion and Examine: (RL.3.2, the Mouse” Why is reading with RL.3.3, RL.3.4, RL.3.7) expression important? Vocabulary: Handout 5B: Speaking and loomed Define and use abstract Listening Checklist nouns using the morpheme Launch TE p. 132 –less. (L.3.1.c) Partially completed story Learn TE p. 133 maps from Lesson Land TE p. 135 5 (Handout 5C: Story Map)
Launch TE p. 124 Learn TE pp. 124-129 Land TE p. 129 Wrap TE p. 130 L8 Ask and answer questions “The Sea Wind,” Sara Know: Execute: Deep Dive: Style and about “The Sea Wind,” The Teasdale How does poetry and art How do I agree and Conventions: Boating Party, Under the build my knowledge of the disagree respectfully in a Forming and Using Lesson at a Glance Wave off Kanagawa, The The Boating Party, sea? Socratic Seminar? Possessives TE p. 138 Gulf Stream, and Amos & Mary Cassatt Boris to demonstrate Handout 8A: Socratic understanding of how Under the Wave off Seminar Participation Launch TE pp. 148-149 artists explore the sea. Kanagawa, Katsushika Guidelines Learn TE pp. 149-150 Assessment: (RL.3.1, RL.3.2, SL.3.1, Hokusai Land TE p. 150 Ask and answer questions SL.3.2, SL.3.4, SL.3.6) Handout 1A: “The Sea about “The Sea Wind”, The Gulf Stream, Wind,” Sara Teasdale “The Boating Party, Under Plan a written response to Winslow Homer the Wave off Kanagawa, an expository prompt. Handout 4A: Fluency The Gulf Stream, and (W.3.2, W.3.8) Amos & Boris, William Homework Amos & Boris to Steig
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 12 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS demonstrate understanding With support, identify and Handout 1B: Independent of how artists explore the form possessives with Reading Log sea. singular nouns. (L.3.2.d, Handout 8B: Socratic L.3.6) Launch TE p. 140 Seminar 1 Self- Learn TE pp. 140-145 Assessment Land TE p. 145 Wrap TE p. 146
L9 Provide a clear topic “The Sea Wind,” Sara Handout 1B: Independent Excel: Deep Dive : Vocabulary statement and group Teasdale Reading Log How do I improve my Examine the Morphology of related ideas together in an writing by using topic Revision Lesson at a Glance explanatory paragraph. The Boating Party, Mary statements and grouping TE p. 152 (RL.3.2, W.3.2) Cassatt related information together Handout 9B: Root and Affix in an explanatory Word Web Revise writing based on Under the Wave off paragraph? peer feedback. (W.3.5) Kanagawa, Katsushika Vocabulary: Assessment: Hokusai revise Write a paragraph Use the known root word explaining how art reveals vision as a clue to the The Gulf Stream, Winslow Launch TE p. 162 an important characteristic meaning of an unknown Homer Learn TE pp. 162-163 of the sea. word revision with the Land TE p. 164 FQT 1 same root. Amos & Boris, William (L.3.6, L.3.4.c) Steig
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STEP UP TO WRITING CORRELATION TO MODULE 1 (Lessons 1-9) These lessons and tools can provide additional support for the EOM writing prompt. Choose lesson(s) that provide students with a foundation for writing effective sentences.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 13 RD 3 Grade Curriculum Map Literacy & Integrated Content STANDARDS FOCUS TOOLS
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Parts of a Sentence E2-29a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 158 W.3.6 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. L.3.3 Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Complete Sentences E2-30a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 160 E2-30b grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 3 when writing. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and Introducing Three Types E2-1a purpose. of Writing E2-1b SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 97 E2-1c grade 3 topics and texts, building on others’ ideas and expressing their own clearly. E2-1d L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and Prompts for Three Types E2-2a purpose. of Writing SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 100 grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and The Writing Process E2-9a purpose. 4th ed. SUW TE p. 116 E2-9b W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. E2-9c SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Prewriting: The E2-9a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Organization Game E2-11a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 119 E2-11b W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Topic Sentences E2-41a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and 4th ed. SUW TE p. 191 E2-41b purpose. E2-44a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 14 RD 3 Grade Curriculum Map Literacy & Integrated Content grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Planning a Paragraph with E2-41b W.3.2.b Develop the topic with facts, definitions, and details. an Informal Outline E4-2a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and 4th ed. SUW TE p. 287 E4-2b purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Informal Outlines of E4-3a W.3.2.b Develop the topic with facts, definitions, and details. Various Lengths for an E4-3b W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and Informative/Explanatory purpose. Paragraph W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4th ed. SUW TE p. 289
SOCIAL STUDIES Correlation to MODULE 1 Lessons 1-9 STANDARDS & FOCUS FOMRMATIVE PERFORMANCE ASSESSMENTS LEARNING GOALS VOCABULARY TASKSRESOURCES/MATERIALS WRITING
C.3.3.1 Examine the process for Essential Question: Choose one of the lessons below to creating rules and laws at the local What makes a community? create classroom rules so that your level How can a classroom constitution classroom community runs smoothly. C.3.3.2 Compare ways people interact benefit our classroom community? with rules and laws to improve their Before Reading: Students will play a community Supporting Questions: game with unfair rules. Introduce the How would you define a community? vocabulary words: Wit and Wisdom Module Learning What are the characteristics of a Constitution/Preamble/Bill of Rights. Goals community? Discuss the importance of rules. Display a Use text and lessons in Social Studies to What are different types of communities? copy of the Constitution and share that reinforce literacy learning goals. Why are rules, laws, and consequences they will be reading a book about the important to your community? (be sure to Constitution and will be working together Ask and answer questions to demonstrate discuss rules and consequences within to write a class Constitution. Use the book understanding of a central message. your classroom/school community)? Shh, We’re Writing the Constitution by (Lesson 1) Jean Fritz or choose another from the library or myOn. Identify a central idea and the key details
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 15 RD 3 Grade Curriculum Map Literacy & Integrated Content that support the message. (Lesson 2) Books for Persuasive Writing
Identify the central message and key During Reading: Read book aloud, details and demonstrate understanding of stopping to discuss and record the painting’s central message.(Lesson important facts about the Constitution and 3) Bill of Rights and why making a classroom constitution is important. Annotate a text for confusing or important information and for new vocabulary. After Reading: Students will create a (Lesson 4) “working” classroom Constitution that governs the classroom Generate questions about a new text and and supports school rules, policies, and make inferences based on text evidence. procedures. (Lesson 4) Questions to ask students before creating classroom Constitution and Bill of Rights: Identify the story elements. (Lesson 5) The Bill of Rights were created to protect Explain illustrations and word choices. the basic freedoms of our nation’s (Lesson 6) peoples. What kind of freedoms would you include in a classroom Bill of Rights? Identify the central message. (Lesson 7) What kinds of freedoms might get in the Ask and answer questions to demonstrate way of learning and coexisting in the understanding of how artists explore the classroom? sea. (Lesson 8) TCM - Primary Source Reader: The U.S. Constitution and You Lesson (pp. 99-108) “Parts of the U.S. Constitution” (p. 104) Primary Source Activity (p. 103) “Photo Details” (p. 107) TCM - Exploring Social Studies: Arkansas Edition Student Handbook “Reasons for the Constitution” (p. 11)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 16 RD 3 Grade Curriculum Map Literacy & Integrated Content Module 1 Lesson 10-18 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Informative FOCUS QUESTION: Why and how do scientists explore the sea creatures? STAGE 1—DESIRED RESULTS
FOCUS STANDARDS are explicitly taught and practiced throughout the module. SUPPORTING STANDARDS are practiced throughout the module due to their alignment with the study of a particular text but not necessarily explicitly taught. CONTINUING STANDARDS are taught across modules and not listed as focus standards for any particular module. Standards denoted with the asterisk (*) symbol represent the focus standards. READING WRITING SPEAKING/LISTENING LANGUAGE INFORMATION W.3.2* Write informative/explanatory texts SL.3.1* Engage effectively in a range of L3.1.e* Form and use comparative and RI.3.1* Ask and answer questions to to examine a topic and convey ideas and collaborative discussions (one-on-one, in superlative adjectives and adverbs, and demonstrate understanding of a text, information clearly. groups, and teacher-led) with diverse choose between them depending on what referring explicitly to the text as the basis W.3.2.a* Introduce a topic and group partners on grade 3 topics and texts, is to be modified. for the answers. related information together; include building on others’ ideas and expressing L.3.1.i Use modal auxiliaries (e.g., can, RI.3.2* Recount stories, including fables, illustrations when useful to aiding their own clearly. may, must) to convey various conditions. folktales, and myths from diverse cultures; comprehension. SL.3.2 Determine the main ideas and L3.2.d Use conventional spelling for high- determine the central message, lesson, or W.3.4* With guidance and support supporting details of information that is frequency and other studied words and for moral and explain how it is conveyed from adults, produce writing in which the gained by means other than reading (e.g., adding suffixes to base words (e.g., sitting, through key details in the text. development and organization are texts read aloud; oral presentations of smiled, cries, and happiness). RI.3.5* Use text features and search tools appropriate to task and purpose. charts, graphs, diagrams; speeches). L3.4.b Determine the meaning of the new (e.g., key words, sidebars, hyperlinks) to W.3.8* Recall information from SL.3.3 Ask and answer questions about word formed when a known affix is added locate information relevant to a given topic experiences or gather information from information from a speaker, offering to a known word. efficiently. print and digital sources; take brief notes appropriate elaboration and detail. L.3.5 Demonstrate understanding of RI.3.7* Explain how specific aspects of a on sources and sort evidence into SL.3.6 Speak in complete sentences when figurative language, word relationships text's illustrations contribute to what is provided categories. appropriate to task and situation in order and nuances in word meanings, as conveyed by the words in a story (e.g., to provide requested detail or clarification. appropriate for the grade level. create mood, emphasize aspects of a (See grade 3 Language standards 1 and 3 L.3.5.a Distinguish the literal and nonliteral character or setting). on page 28 for specific expectations.) meanings of words and phrases in context (e.g., take steps). L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L.3.6 Acquire and use accurately grade- appropriate conversational, general LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 17 RD 3 Grade Curriculum Map Literacy & Integrated Content academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE READING SPEAKING/LISTENING SPEAKING/LISTENING LANGUAGE I can…. I can…. I can…. I can…. RI.3.1 W.3.2 SL.3.1 L.3.1.e When I speak and write, I use I can use the text to ask questions using I can write to give information or explain a I can come to my group ready to share my correct English conventions and grammar. facts from a nonfiction text. topic. ideas and what I have learned through my L.3.2.d I can form and use possessives. I can use the text to answer questions W3.2.a research. L.3.4.b I can figure out what a word using facts from a nonfiction text. I can write so that my writing includes I can contribute to my group. I know the means by reading the words in the same RI.3.2 details, illustrations, definitions, linking rules to collaborate with my group. sentence, the sentences around the I can tell the main idea of text. words, and ending statements. I can ask questions in my group to help unknown word, or using clues from I can give details about the text that go W.3.4 me understand others better. pictures or other places on the page. with the main idea. I can write a narrative with help and I can explain my ideas to others in the I can use part(s) of the word to understand I can explain how the details match the support. group. what the word means. main idea. I can write an informative/explanatory SL.3.2 L.3.4.c I can use root words I know to RI.3.5 essay with help and support. I can identify the main idea and supporting understand unfamiliar words. I can use text features to locate I can write about my opinion with help and details of a story read aloud to me. L.3.5.a I can use exactly the words I need information. support. I can identify the main idea and supporting in order to describe to others what I mean. I can use the Internet to locate relevant W.3.8 details of information presented in a visual L.3.5.b I can understand what the author information using hyperlinks and sidebars. I can remember information from other media format (TV, video, Internet, etc). means when they use idioms or phrases in RI.3.7 experiences I have had. I can identify the main idea and supporting their writing. I can understand what people I can use illustrations and words to I can find information from different details of information presented in a mean when they use idioms and/or understand parts of a text. materials. (books, magazines, pamphlets, number format. phrases when speaking. I can explain where, when, why and how brochures, websites, videos). I can identify the main idea and supporting L.3.6 I can use words that I know to clearly events occur. I can take notes and organize the details of information presented orally express the time when I did a particular necessary information. SL.3.3 activity. I can ask questions about the information I can use words that I know to clearly a speaker shared. express where I did a particular activity. I can answer questions about the I can understand and use words that I information a speaker shared. have prior knowledge from in the I can provide more information and details classroom. that are appropriate to the topic. I can use words and phrases based on information that I have learned.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 18 RD 3 Grade Curriculum Map Literacy & Integrated Content ELP STANDARDS The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, Style and Conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards – 3rd Grade Correspondence STAGE 2—ASSESSMENT EVIDENCE---REQUIRED
Major assessments (Focusing Question Tasks, New-Read Assessments, Socratic Seminars, and EOM Tasks) primarily assess module FOCUS STANDARDS. It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned.
Lesson 12 Vocabulary Assessment Demonstrate understanding of academic, text-critical, and domain-specific words, phrases, and/or word parts. Vocabulary Mid-Module Assessment Lesson 17 Socratic Seminar Using evidence from Shark Attack!, students weigh the benefits and risks of studying these dangerous sea creatures. SS Lesson 18 Focus Question Task Write and illustrate two paragraphs explaining to younger students why and how scientists explore the sea. In the first paragraph, explain why scientists explore the sea, using evidence from both Ocean Sunlight: How Tiny Plants Feed the Seas and The Fantastic Undersea Life of Jacques Cousteau. In the second paragraph, explain how scientists explore the sea, using evidence from The Fantastic Undersea Life of Jacques Cousteau. Finally, create an illustration that supports one of the main ideas in your essay. FQT 2 EOM Task Your task: For an audience who has read and studied these texts the way you have, write two paragraphs in which you explain why an author, artist, or scientist explored the sea. Develop your explanation with evidence from one of the texts.
Module 1: Answer Keys, Rubrics and Sample Student Responses
Stage —3 Learning Activities- Wit and Wisdom Module 1 Lessons 10-18 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Informative FOCUS QUESTION: Why and how do scientists explore the sea creatures?
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 19 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS L10 Students ask and answer Ocean Sunlight: How Tiny Wonder: Experiment: Deep Dive: Vocabulary questions about a text after Plants Feed the Seas, What do I notice and How does listening with Examine Word Meanings they listen to a reading of Molly Bang and Penny wonder about Ocean wonder work? and Relationships Lesson at a Glance Molly Bang’s Ocean Chisholm Sunlight: How Tiny Plants TE p. 166 Sunlight: How Tiny Plants Feed the Seas? Vocabulary: Feed the Seas. (RI.3.1, “Why the Ocean Matters” Handout 10A: Fluency nonfiction, informational SL.3.2) Homework . Launch TE p. 176 Handout 10B: Bullseye Learn TE pp. 176-177 Examine word meanings Graphic Organizer Land TE p. 177 and their significant relationship to each other. (L.3.5)
L11 Students gather information Ocean Sunlight: How Tiny Reveal: Deep Dive: Vocabulary from Ocean Sunlight: How Plants Feed the Seas, What does a deeper Review and practice Tiny Plants Feed the Seas Molly Bang and Penny exploration of the vocabulary words Lesson at a Glance and use notes to answer a Chisholm illustrations and text reveal TE p. 180 question posed in the text. in Ocean Sunlight: How Handout 11A: Mid-Module (W.3.8) “Why the Ocean Matters” Tiny Plants Feed the Seas? Vocabulary Study Guide
Students use information Handout 5B: Speaking and Launch TE p. 189 gained from illustrations Listening Process Checklist Learn TE p. 189 and words in Ocean Land TE p. 189 Sunlight to demonstrate Handout 10A: Fluency understanding of the text. Homework (RI.3.7) Launch TE p. 182 Review and practice Learn TE pp. 183-187 vocabulary words from Land TE p. 187 Assessed Vocabulary list. Wrap TE pp. 187-188 (L.3.6)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 20 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS L12 Identify the main idea of Ocean Sunlight: How Tiny Know: Deep Dive: Vocabulary Ocean Sunlight: How Tiny Plants Feed the Seas, How does Ocean Sunlight: Assessment Plants Feed the Seas. Molly Bang and Penny How Tiny Plants Feed the Lesson at a Glance (RI.3.2) Chisholm Seas build my knowledge TE p. 192 of the ocean? Take notes on Ocean “Why the Ocean Matters” Vocabulary: Sunlight: How Tiny Plants Handout 12A: Boxes and photosynthesis, thrust, Feed the Seas to identify Bullets Organizer summary Assessment: the essential meaning of Demonstrate the text. (RI.3.1, RI.3.2, Handout 10A: Fluency Launch TE p. 204 understanding of academic, W.3.8) Homework Learn TE p. 205 text-critical, and domain- Land TE p. 205 specific words, phrases, Demonstrate acquisition of Launch TE pp. 193-194 and/or word parts. academic and content Learn TE pp. 194-201 vocabulary from module Land TE p. 201 Assessment 12: Mid- word list. (L.3.4.a, L.3.6) Wrap TE p. 202 Module Vocabulary Direct Assessment
L13 Ask questions about key The Fantastic Undersea Wonder: Experiment: Deep Dive: Vocabulary details in The Fantastic Life of Jacques Cousteau, What do I notice and How does grouping related Using Morphemes to Undersea Life of Jacques Dan Yaccarino wonder about The information together work? Determine the Meaning of Cousteau. (RI.3.1) Fantastic Undersea Life of Words Lesson at a Glance The Gulf Stream, Winslow Jacques Cousteau? TE p. 208 Identify how an author Homer . groups related information Launch TE p. 210 Vocabulary: together and why it is Learn TE pp. 210-216 nonfiction, biography, important. (W.3.2, RL.3.1) Land TE p. 216 fantastic Wrap TE pp. 216-217 Determine the meaning of Launch TE p. 218 new words formed from the Learn TE pp. 218-220 morphemes of biography. Land TE p. 220 (L.3.4.b)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 21 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS L14 Explain how the sequence The Fantastic Undersea Organize: Experiment: Deep Dive: Style and of the text and illustrations Life of Jacques Cousteau, What’s happening in The How does grouping related Conventions explain why and how Dan Yaccarino Fantastic Undersea Life of information together work? Examine Compound Lesson at a Glance Jacques Cousteau Jacques Cousteau? Sentences TE p. 222 explored the sea. (RI.3.1, RI.3.2, RI.3.4, RI.3.5) Launch TE pp. 223-224 Learn TE pp. 224-230 Vocabulary: Group related information Land TE p. 230 sequence, tinker, bulky together in an explanatory Wrap TE p. 231 paragraph. (W.3.2, Launch TE p. 233 W.3.2.a) Learn TE pp. 233-234 Land TE p. 234 With support, produce compound sentences. (L.3.1.i) L15 Explain how quotations add The Fantastic Undersea Reveal: Experiment: Deep Dive: Vocabulary meaning to the text of The Life of Jacques Cousteau, What does a deeper How does reading fluently Experiment with Figurative Fantastic Undersea Life of Dan Yaccarino exploration of text features work? Language Lesson at a Glance Jacques Cousteau. (RI.3.1, and illustrations reveal in TE p. 236 RI.3.5, RI.3.7) Video: “Cousteau’s Silent The Fantastic Undersea Examine: . World: Shipwreck Excerpt” Life of Jacques Cousteau? Why is it important to use Vocabulary: Explain how an author uses illustrations to aid in text feature, fascinated, illustrations to aid in Launch TE p. 238 comprehension? keyhole, illuminate comprehension. (RI.3.7, Learn TE pp. 238-244 W.3.2) Land TE p. 244 Launch TE pp. 246-247 Wrap TE pp. 244- 245 Learn TE pp. 247-248 Distinguish the literal and Land TE p. 248 nonliteral meaning of words and phrases in The Fantastic Undersea Life of Jacques Cousteau. (L.3.5.a)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 22 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS L16 Identify the main idea and The Fantastic Undersea Distill: Experiment: Deep Dive: Style and essential meaning of The Life of Jacques Cousteau, What is the essential How does using an Conventions Fantastic Undersea Life of Dan Yaccarino meaning of The Fantastic illustration aid in Using the Simple Past Lesson at a Glance Jacques Cousteau. (RI.3.2, Undersea Life of Jacques comprehension work? TE p. 250 RI.3.4) Cousteau? . Vocabulary: Group related information Launch TE pp. 251-252 nutrient, thrust, fantastic, together in an explanatory Learn TE pp. 252-257 tinker, bulky, buoyed, paragraph and include an Land TE p. 257 fascinated, keyhole, illustration to aid in Wrap TE p. 258 illuminate comprehension. (W.3.2.a, W.3.8) Launch TE pp. 260-261 Learn TE p. 261 With support, explain the Land TE p. 262 purpose of the simple past tense and use the simple past tense correctly. (L.3.1.e, L.3.4.a)
L17 Explain why and how Ocean Sunlight: How Tiny Know: Excel: Deep Dive: Style and scientists explore the sea, Plants Feed the Seas, How do Ocean Sunlight: How do I improve on Conventions using information from Molly Bang and Penny How Tiny Plants Feed the agreeing and disagreeing Experiment with Using Lesson at a Glance Ocean Sunlight: How Tiny Chisholm Seas and The Fantastic respectfully in a Socratic Spelling Rules to Form the TE p. 264 Plants Feed the Seas and Undersea Life of Jacques Seminar? Simple Past The Fantastic Undersea The Fantastic Undersea Cousteau build my Life of Jacques Cousteau. Life of Jacques Cousteau, knowledge of the sea and Execute: Assessment: (RI.3.1, RI.3.2) Dan Yaccarino scientists who study the How do I group related Vocabulary: Using evidence from Shark sea? ideas together and include audience, purpose, tone Attack!, students weigh the Plan a written response to an illustration in an benefits and risks of an expository prompt. Launch TE p. 265 explanatory essay? Launch TE p. 275 studying these dangerous (W.3.2, W.3.4) Learn TE pp. 266-271 Learn TE pp. 275-276 sea creatures. Land TE p. 272 Land TE p. 276 Handout 17A: Socratic With support, use Wrap TE p. 272
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 23 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS Seminar 2 Self- conventional spelling for Assessment adding suffixes to base words. (L.3.1.e, L.3.2.e)
L18 Demonstrate Ocean Sunlight: How Tiny Know: Excel: Deep Dive: Vocabulary understanding of the main Plants Feed the Seas, How do Ocean Sunlight: How do I improve using a Real-Life Connections ideas of Ocean Sunlight: Molly Bang and Penny How Tiny Plants Feed the topic statement, grouping between words and Their Lesson at a Glance How Tiny Plants Feed the Chisholm Seas and The Fantastic ideas, and including an Use TE p. 278 Seas and The Fantastic Undersea Life of Jacques illustration to aid in Undersea Life of Jacques The Fantastic Undersea Cousteau build my comprehension when Cousteau by writing an Life of Jacques Cousteau, knowledge of the sea and writing an explanatory Launch TE p. 286 Assessment: explanatory paragraph Dan Yaccarino scientists who study the paragraph? Learn TE pp. 286-287 Write and illustrate two using topic statements, sea? Land TE p. 287 paragraphs explaining to related information that is younger students why and grouped together, and an Launch TE p. 280 how scientists explore the illustration to support Learn TE pp. 281-283 sea. comprehension. (RI.3.2, Land TE p. 284 Focusing Question Task W.3.2) Wrap TE p. 284 2 Identify connections between words used to describe Jacques Cousteau’s response to the ocean and their use in real life. (L.3.5.b)
STEP UP TO WRITING CORRELATION TO MODULE 1 (Lessons 10-18) These lessons and tools can provide additional support for the EOM writing prompt. Choose lesson(s) that provide students with a foundation for planning and writing a paragraph.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 24 RD 3 Grade Curriculum Map Literacy & Integrated Content STANDARDS FOCUS TOOLS
W 3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Topic Sentences E2-41a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task 4th ed. SUW TE p. 191 E2-41b and purpose. E2-44a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W 3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Planning a Paragraph with an E2-41b W.3.2.b Develop the topic with facts, definitions, and details. Informal Outline E4-2a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task 4th ed. SUW TE p. 287 E4-2b and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Perfect Three-Sentence E2-45a Grade 3 when writing. Paragraphs E2-45b W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task 4th ed. SUW TE p. 194 E2-45c and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.3 Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. W.3.2.b Develop the topic with facts, definitions, and details. Stretch, Don’t Stack, Your E2.48a W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and Paragraph E2-48b editing. 4th ed. SUW TE p. 200 SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. W.3.2.d Provide a concluding statement or section. Connecting the Conclusion to E2-52a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on the Topic Sentence grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 209 W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Using a Variety of Transitions E2-49a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 332 E4-21a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 25 RD 3 Grade Curriculum Map Literacy & Integrated Content W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Transitions in Paragraphs vs. E2-49a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Essays and Reports E4-22a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 334 L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.2.d Provide a concluding statement or section. Conclusions for E4-25a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Informative/Explanatory E4-25c grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Writing 4th ed. SUW TE p. 342 W.3.2.d Provide a concluding statement or section. Writing Successful E4-26a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Conclusions grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 344
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 26 RD 3 Grade Curriculum Map Literacy & Integrated Content SOCIAL STUDIES Correlation to MODULE 1 Lessons 10-18 STANDARDS & FOCUS FORMATIVE PERFORMANCE TASKS ASSESSMENTS LEARNING GOALS VOCABULARY RESOURCES/MATERIALS WRITING .2.3.3 Compare rights and responsibilities Essential Question: TCM - Primary Source Reader: We the TCM – Have students complete of citizens in different times and places Can your rights and responsibilities look People Lesson (pp. 119-128) worksheet in the We the People section different in another play or time? (home, Before Reading and During Reading on listing citizen responsibilities. school, local community, global Activities (pp. 120-121) “I Want to Know” TCM - Primary Source Reader: We the Wit and Wisdom Module Learning community in the past). (p. 124) People Quiz (p. 108) OR Goals Supporting Questions: TCM - Primary Source Reader: We the Use text and lesson in Social Studies to What is a citizen? Before Reading: Explain to students that People Writing Activity (p. 121) “Parts of reinforce literacy goals. How do citizens contribute to their they will study civic values in America. the Constitution” (p. 125) community? Help them to understand that civic values Students ask and answer questions about a What are your rights and responsibilities are ideas and rights that are important to text after they listen to a reading. (Lesson 10) as a citizen? (home, school, local Americans. Pass out the TCM “I Want to Students use information gained from community, global community? Know" activity sheet and allow students to illustrations and words to demonstrate fill out the My Questions section. understanding of the text. (Lesson 11) Identify the main idea of text. (Lesson 12) Take notes to identify the essential meaning of During Reading: Students can work with the text. (Lesson 12) a reading partner to read through We the Ask questions about key details in text. People. As they read they will discuss and (Lesson 13) fill out the What I Learned section on the I Explain how the sequence of the text and Want to Know hand out. illustrations explain why and how. (Lesson 14) After Reading: Have a class discussion Explain how quotations add meaning to the over our values, what it means to be a text (Lesson 15) good citizen, what citizen responsibilities Explain how an author uses illustrations to aid are, and what past and present events in comprehension. (Lesson 15) Identify the main idea and essential meaning. have influenced our civic values. (Lesson 16) Explain why and how using information from Different levels of citizenship the text. (Lesson 17) resources Demonstrate understanding of the main ideas. www.icivics.org/teachers/lesson- (Lesson 18) plans/citizen-me (Link to Website)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 27 RD 3 Grade Curriculum Map Literacy & Integrated Content Module 1 Lessons 19-30 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Narrative FOCUS QUESTION: Why and how do scientists explore sea creatures? Stage 1-Desired Results FOCUS STANDARDS are explicitly taught and practiced throughout the module. SUPPORTING STANDARDS are practiced throughout the module due to their alignment with the study of a particular text but not necessarily explicitly taught. CONTINUING STANDARDS are taught across modules and not listed as focus standards for any particular module. Standards denoted with the asterisk (*) symbol represent the focus standards. READING STANDARDS WRITING STANDARDS SPEAKING/LISTENING STANDARDS LANGUAGE STANDARDS READING INFORMATION: W.3.2.a* Write informative/explanatory SL.3.1* Engage effectively in a range of L.3.1 Demonstrate command of the RI.3.1* Ask and answer questions to texts to examine a topic and convey ideas collaborative discussions ● one-on-one ● conventions of standard English grammar demonstrate understanding of a text, and information clearly in groups ● teacher-led diverse partners and usage as appropriate for Grade 3 referring explicitly to the text as the basis W.3.2.b* Develop the topic with facts, on Grade 3 topics and texts, building on when writing or speaking. for the answers. definitions, and details. others' ideas and expressing their own L.3.1.a* Explain the function of nouns, RI.3.2* Determine the main idea of a text; W.3.2.c* Use linking words and phrases clearly. pronouns, verbs, recount the key details and explain how (e.g., also, another, and, more, but) to SL.3.2 Determine the main ideas and adjectives, prepositions and adverbs in they support the main idea. connect ideas within categories of supporting details of information that is general and their functions in particular RI.3.5* Use text features and search tools information. gained by means other than reading (e.g., sentences. (e.g., key words, sidebars, hyperlinks) to W.3.4* With guidance and support texts read aloud; oral presentations of L.3.1.e* Form and use comparative and locate information relevant to a given topic from adults, produce writing in which the charts, graphs, diagrams; speeches). superlative adjectives and adverbs, and efficiently. development and organization are SL.3.3 Ask and answer questions about choose between them depending on what RI.3.7* Use information gained from appropriate to task and purpose. information from a speaker in order to is to be modified. illustrations (e.g., maps, photographs) and W.3.5 With guidance and support from clarify comprehension, offering L.3.1.i* 4th Grade- Use modal auxiliaries the words in a text to demonstrate peers and adults, develop and strengthen appropriate elaboration and detail. (e.g., can, may, must) to convey various understanding of the text (e.g., where, writing as needed by planning, revising, SL.3.4 Report on a topic or text, tell a conditions. when, why, and how key events occur). and editing. story, or recount an experience with L3.2.a* Capitalize appropriate words in W.3.8* Recall information from appropriate facts and relevant, descriptive titles. experiences or gather information from details, speaking clearly at an L.3.4 Determine or clarify the meaning of print and digital sources; take brief notes understandable pace. unknown and multiple-meaning words on sources and sort evidence into SL.3.6 Speak in complete sentences and phrases based on Grade 3 reading provided categories. when appropriate to task and situation in and content, choosing flexibly from a order to provide requested detail or range of strategies. clarification. L.3.4.a* Use sentence-level context as a clue to the meaning of a word or phrase L.3.4.b Determine the meaning of the new word formed when a known affix is added
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 28 RD 3 Grade Curriculum Map Literacy & Integrated Content to a known word L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6 Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE STUDENT FRIENDLY LANGUAGE READING WRITING SPEAKING/LISTENING LANGUAGE I can… I can…. I can…. I can… RI.3.1 W.3.2 SL.3.1 L.3.1 I can use the text to ask questions using I can write to give information or explain a I know the rules to collaborate with my When I speak and write, I use correct facts from a nonfiction text. topic. group. English conventions and grammar. I can use the text to answer questions I can write so that my writing includes SL.3.2 L.3.2 using facts from a nonfiction text. details, illustrations, definitions, linking I can identify the main idea and I can capitalize appropriate words in titles. RI.3.2 words, and ending statements. supporting details of a story read aloud to I can use commas in addresses. I can tell the main idea of text. W.3.2.a me. I can use commas and quotation marks in I can give details about the text that go I can write to give information or explain a I can identify the main idea and dialogue. with the main idea. topic. supporting details of information I can form and use possessives. I can explain how the details match the W.3.2.b presented in a visual media format (TV, I can spell high frequency and other main idea. I can write so that my writing includes video, Internet, etc). studied words correctly. RI.3.4 details, illustrations, definitions, and I can identify the main idea and I can add suffixes to base words. I can find the meaning of a word I don’t ending statements. supporting details of information I can use spelling patterns when writing know in a nonfiction text by using the right W3.2.c presented in a number format. words. resources. I can use linking words. I can identify the main idea and I can use reference materials to check RI.3.5 W.3.4 supporting details of information and correct spellings. I can use text features to locate I can write a narrative with help and presented orally. L.3.4
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 29 RD 3 Grade Curriculum Map Literacy & Integrated Content information. support. SL.3.3 I can figure out what a word means by I can use the Internet to locate relevant I can write an informative/explanatory I can identify the main idea and reading the words in the same sentence, information using hyperlinks and sidebars. essay with help and support. supporting details of a story read aloud to the sentences around the unknown word, RI.3.7 I can write about my opinion with help and me. or using clues from pictures or other I can use illustrations and words to support. I can identify the main idea and places on the page. understand parts of a text. W.3.5 supporting details of information I can use part(s) of the word to I can explain where, when, why and how I can make a plan for my writing. presented in a visual media format (TV, understand what the word means. events occur. I can improve my writing by revising. video, Internet, etc). I can use root words I know to understand I can improve my writing by editing. I can identify the main idea and unfamiliar words. I can seek guidance from my classmates supporting details of information I can use a glossary or a dictionary (print and adults. presented in a number format. or digital) to understand what a word W.3.8 I can identify the main idea and means. I can remember information from other supporting details of information If I come across an unknown word, I can experiences I have had. presented orally. think of different ways to gain an I can find information from different SL.3.4 understanding of the word. materials. (books, magazines, pamphlets, I can share my findings on a topic or text, L.3.5 brochures, websites, videos). tell a story, or about something that has I can use exactly the words I need in I can take notes and organize the happened to me. order to describe to others what I mean. necessary information. I can share facts, they have to be true and I can understand what the author means about the topic. when they use idioms or phrases in their I can use descriptive details and speak so writing. my audience can understand me. I can understand what people mean when SL.3.6 they use idioms and/or phrases when I can share my findings on a topic or text, speaking to me. tell a story, or about something that has I can identify real life connections of happened to me. words. I can share facts, they have to be true and I can compare the meaning of related about the topic. word I can use descriptive details and speak so L.3.6 my audience can understand me. I can use words that I know to clearly express the time when I did a particular activity. I can use words that I know to clearly express where I did a particular activity. I can understand and use words that I have prior knowledge from in the classroom.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 30 RD 3 Grade Curriculum Map Literacy & Integrated Content I can use words and phrases based on information that I have learned. ELP STANDARDS The ELP Standards highlight what students do with language to accomplish content-specific tasks and language forms (vocabulary, Style and Conventions, and discourse) which are needed by ELLs as they develop competence in the practices associated with English language arts. ELP Standards – 3rd Grade Correspondence Stage 2 Assessment Evidence-- Required Major assessments (Focusing Question Tasks, New-Read Assessments, Socratic Seminars, and EOM Tasks) primarily assess module FOCUS STANDARDS. It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned. Lesson 22 New Read Assessment Read pages 52–53 from Shark Attack!, and answer a series of multiple-choice questions and a short-response task to define a word from context, use information from the text’s illustrations and text features, identify the text’s main idea, and summarize the text. NR 1 Lesson 23 Socratic Seminar Students use evidence from Giant Squid: Searching for a Sea Monster to analyze Dr. Roper’s success as a scientist. SS Lesson 26 New Read Assessment Read pages 26–27 from Giant Squid: Searching for a Sea Monster and answer a series of multiple-choice and short-response questions to locate information using text features, define content-area vocabulary, identify the text’s main idea, and recount key details. NR 2 Lesson 28 Socratic Seminar Students use evidence from Giant Squid: Searching for a Sea Monster to analyze Dr. Roper’s success as a scientist. SS Lesson 32 End of Module Assessment Write a multi-paragraph essay explaining why artists or scientists explore the sea. EOM Task
Module 1: Answer Keys, Rubrics and Sample Student Responses
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 31 RD 3 Grade Curriculum Map Literacy & Integrated Content
Stage 3- Learning Activities- Wit and Wisdom Module 1 Lesson 19-30 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Write informative/ explanatory FOCUS QUESTION LESSONS: Why and how do scientists explore sea creatures?
SMALL GROUP/INDEPENDENT/LITERATURE DISCUSSION GROUPS Differentiated Volume of Reading Tier 2 intervention for students who need Small group reading with appropriate text Extended independent reading from a “double-dose” of Fundations. based on student need. Appendix D of each With and Wisdom Module unit topics.
LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS L19 Ask and answer questions The Gulf Stream, Winslow Wonder: Experiment: Deep Dive: Vocabulary about sharks based on a Homer What do I notice and How does listening with Using a Dictionary to text. (RI.3.1) wonder about the first two wonder work? Clarify Meaning Lesson at a Glance Shark Attack!, Cathy East chapters of Shark Attack!? TE p. 290 Use the text and Dubowski, pages 4–15 photographs to answer Launch TE p. 292 Vocabulary: questions about sharks and Learn TE pp. 292-298 habitat to develop new questions. Land TE pp. 298-299 (RI.3.1) Wrap TE pp. 299-300 Launch TE p. 301 Learn TE pp. 302-303 Clarify the precise meaning Land TE p. 303 of habitat (L.3.4.d)
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LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 32 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS L20 Identify the main idea and Shark Attack!, Cathy East Organize: Examine: Deep Dive: Vocabulary key details in a selected Dubowski, pages 16–17 What’s happening in “Shark Why is it important to Clarifying Academic excerpt from “Shark Attacks—The Facts”? develop a topic with facts, Vocabulary Lesson at a Glance Attack!—The Facts.” definitions, and details? TE p. 307 (RI.3.2) Launch TE p. 308 . Learn TE pp. 309-314 vocabulary: Identify the facts, Land TE p. 315 bloodthirsty, species definitions, and details in Wrap TE p. 315 the exemplar paragraph. Launch TE p. 317 (W.3.2.b) Learn TE pp. 317-319 Land TE p. 319 Identify real-life connections between words about ocean food chains and their use. (L.3.5.b)
L21 Use text features to locate Shark Attack!, Cathy East Reveal: Examine: Deep Dive: Vocabulary information related to shark Dubowski, pages 28–35 What does a deeper Why is it important to use Shades of Meaning safety. (RI.3.5, RI.3.1) exploration of text features facts, definitions, and Lesson at a Glance . in “Sharks and Safety” details? TE p. 323 Develop a topic with facts, reveal about the chapter? Vocabulary: definitions, and details. caption (W.3.2.b) Launch TE pp. 323-324 Learn TE pp. 324-329 Launch TE p. 333 See word relationships Land TE p. 330 Learn TE pp. 333-334 within a continuum to Wrap TE p. 331 Land TE p. 334 distinguish shades of meaning. (L.3.5.c)
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 33 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS L22 Use text features, including Shark Attack!, Cathy East Reveal: Experiment: Deep Dive: Vocabulary photographs, to locate and Dubowski, pages 36–37, What does a deeper How does using facts, Real-Life Connections use information efficiently. 52–53 exploration of text features definitions, and details between words Lesson at a Glance (RI.3.2, RI.3.5, RI.3.7) reveal in this text? work? TE p. 336 Take brief notes and sort Launch TE p. 338 Vocabulary : evidence into categories. Learn TE pp. 338-342 predator Assessment: (W.3.8) Land TE p. 342 Read pages 52–53 Wrap TE p. 343 Launch TE p. 345 from Shark Attack!, and Develop a topic with facts, Learn TE pp. 345-346 answer a series of multiple- definitions, and details. Land TE p. 346 choice questions and a (W.3.2) short-response task to define a word from context, Define and use the words use information from the predator and prey. (L.3.4.a) text’s illustrations and text features, identify the text’s main idea, and summarize the text. NR 2 L23 Identify the main idea in a Shark Attack!, Cathy East Distill: Deep Dive: Vocabulary passage of Shark Attack! Dubowski, pages 46–47, What is the essential Related Words Lesson at a Glance (RI.3.2) 52–55 meaning of Shark Attack!? TE p. 348 Using the main idea and Launch TE p. 350 Assessment: details from the text, Learn TE pp. 350-354 Launch TE p. 358 Socratic Seminar explain the dangers and Land TE p. 355 Learn TE pp. 358-359 Students use evidence benefits of studying sharks. Wrap TE p. 356 Land TE p. 359 from Giant Squid: (RI.3.1, RI.3.2, SL.3.1, Searching for a Sea SL.3.2, SL.3.4, SL.3.6) Monster to analyze Dr. Roper’s success as a scientist.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 34 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS SS
Handout 8A: Socratic Seminar Participation Guidelines
Handout 17A: Socratic Seminar 2 Self- Assessment L24 Ask and answer questions Giant Squid: Searching for Wonder: Examine: Deep Dive: Vocabulary about Giant Squid, referring a Sea Monster, Mary M. What do I notice and Why are linking words and Shades of Meaning Lesson at a Glance explicitly to text. (RI.3.1) Cerullo and Clyde F. E. wonder about Giant Squid? phrases important? TE p. 363 Roper, pages 5–11 Identify how an author uses Launch TE p. 364 Execute: How do I use Vocabulary: linking words and phrases Learn TE pp. 365-369 fluent reading in a tentacle, flexible, kraken, to connect ideas in an Land TE p. 370 performance? colossal exemplar explanatory Wrap TE p. 370 paragraph. (W.3.2.c) Launch TE p. 372 Learn TE p. 373 Identify real-life Land TE p. 373 connections between words and their use. (L.3.5.b)
Distinguish shades of meaning among related words that describe large to different degrees. (L.3.5.c)
L25 Use key details to identify Giant Squid: Searching for Organize: Experiment: Deep Dive: Style and the main idea of a chapter a Sea Monster, Mary M. What’s happening on How do linking words and Conventions in Giant Squid. (RI.3.1, Cerullo and Clyde F. E. pages 12–25 of Giant phrases connect ideas? Using Spelling Rules
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 35 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS Lesson at a Glance RI.3.2) Roper, pages 12–25 Squid? TE p. 376 Execute: Use linking words and Launch TE pp. 377-378 How do I use fluent reading Vocabulary: phrases to connect ideas in Learn TE pp. 378-382 in a performance? prey, observed an explanatory paragraph. Land TE p. 383 Launch TE pp. 385-386 (W.3.2.c) Wrap TE p. 383 Learn TE pp. 386-389 Land TE p. 389 With support, use conventional spelling for adding suffixes to base words. (L.3.2.e)
L26 Identify the main idea and Giant Squid Searching for a Reveal: Execute: Deep Dive: Vocabulary key details in a passage; Sea Monster, Mary M. What does a deeper How do I use fluent reading Choosing Words and identify and use text Cerullo and Clyde F. E. exploration of text structure in a performance? Phrases for Effect Lesson at a Glance features to locate Roper, pp. 26-38 reveal in Giant Squid? TE p. 392 information; use context clues to determine the “Quest for the Giant Squid” Launch TE p. 393 Vocabulary: meaning of a word. (RI.3.2, Smithsonian Institution Learn TE pp. 394-399 bioluminescent, Assessment: RI.3.5, RI.3.7, L.3.4.a) Land TE p. 400 biodiversity, ecosystem New Read Assessment “Quest for the Giant Squid” Wrap TE p. 400 Read pages 26–27 Gather information from Smithsonian Institution Launch TE pp. 402-403 from Giant Squid: Giant Squid: Searching for Learn TE pp. 403-404 Searching for a Sea a Sea Monster and sort Land TE p. 404 Monster and answer a evidence into provided series of multiple-choice categories. (W.3.8) and short-response questions to locate Students work in groups to information using text gather information and features, define content- explain how the author area vocabulary, identify uses text features to the text’s main idea, and organize information.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 36 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS recount key details. (RI.3.2, RI.3.5) Assessment 26: New Read Assessment 2 Explain how text features, including chapter titles, support meaning in Giant Squid: Searching for a Sea Monster. (RI.3.2, RI.3.5)
Notice how an author chooses words and phrases for effect in Giant Squid. (L.3.3.a)
L27 Ask and answer questions Giant Squid Searching for a Distill: Excel: Deep Dive: Style and about the last chapter of Sea Monster, Mary M. What is the essential How do I improve fluency? Conventions Giant Squid: Searching for Cerullo and Clyde F. E. meaning of Giant Quid: Capital Letters in Titles Lesson at a Glance a Sea Monster.(RI.3.1) Roper, pp. 39-45 Searching for a Sea Excel: TE p. 406 Monster? How do I improve on Determine the essential agreeing and disagreeing Vocabulary: meaning of Giant Squid: Launch TE p. 407 respectfully? captivity Searching for a Sea Learn TE pp. 408-413 Monster. (RI.3.2) Land TE p. 414 Launch TE p. 416 Wrap TE p. 414 Learn TE pp. 416-417 Capitalize appropriate Land TE p. 417 words in titles. (L.3.2.a)
L28 Gather information from Shark Attack!, Cathy East Know: Execute: Deep Dive: Style and Giant Squid: Searching for Dubowski How does Giant Squid: How do I improve on Conventions a Sea Monster and sort Giant Squid: Searching for Searching for a Sea agreeing and disagreeing Adjectives Lesson at a Glance evidence into provided a Sea Monster, Mary M. Monster build my respectfully in a Socratic TE p. 420 categories. (W.3.8) Cerullo and Clyde F. E. knowledge of why and how Seminar? . Roper scientists explore sea Excel: How do I improve Vocabulary: Engage in a Socratic creatures? fluency? Didactic
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 37 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS Socratic Seminar Seminar, following agreed- Virtual Tour of the National Didactic Wall Panel Students use evidence upon rules, offering Aquarium Launch TE p. 421 from Giant Squid: elaboration and details as Learn TE pp. 422-427 Launch TE p. 430 Searching for a Sea needed, and using “White Ibis in Excellence in Land TE pp. 427-428 Learn TE p. 431 Monster to analyze Dr. complete sentences. Exhibition Label Writing Wrap TE p. 428 Land TE p. 431 Roper’s success as a (SL.3.1, SL.3.2, SL.3.3, Competition 2011” scientist. SL.3.6) American Alliance of Handout 17A: Socratic Museums Seminar 2 Self- Explain the function of Assessment adjectives in general and in specific sentences. (L.3.1.a)
L29 Plan a written response to Shark Attack!, Cathy East Know: Execute: Deep Dive: Vocabulary an expository prompt about Dubowski How do Shark Attack! and How do I use facts, Real-Life Connections why and how scientists Giant Squid: Searching for definitions, and details to between words Lesson at a Glance explore either sharks or Giant Squid: Searching for a Sea Monster build my plan two paragraphs TE p. 434 giant squid. (W.3.2.a, a Sea Monster, Mary M. knowledge of why and how explaining why and how W.3.2.b, W.3.2.c, W.3.4) Cerullo and Clyde F. E. scientists explore sea scientists study sea Launch TE p. 442 Roper creatures? creatures? Learn TE pp. 442-443 Identify real-life Land TE p. 443 connections between the Virtual Tour of the National words observe and explore. Aquarium Launch TE pp. 435 (L.3.5.c) Learn TE pp. 436-439 “Excellence in Exhibition Land TE p. 440 Label Writing Competition Wrap TE p. 440 2011,” American Alliance of Museum L30 Write an informative text for Shark Attack!, Cathy East Know: Excel: Deep Dive: Style and using topic statements, Dubowski How do Shark Attack! and How do I improve using Conventions facts and details, and Giant Squid: Searching for Giant Squid: Search for a topic statements; grouping Compound Sentences Lesson at a Glance illustrations to provide a Sea Monster, Mary M. Sea Monster build my related ideas; using facts, TE p. 446 information for a particular Cerullo and Clyde F. E. knowledge of why and how definitions, and details; and
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 38 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION WRITING VOCABULARY READING STYLE AND CONVENTIONS audience. (RI.3.2, RI.3.7, Roper scientists explore sea using an illustration to Launch TE p. 455 W.3.2.a, W.3.2.b, W.3.2.c, creatures? support comprehension Learn TE pp. 455-456 Assessment: W.3.8, L.3.1.a, L.3.1.e, “Excellence in Exhibition when creating an Land TE p. 456 Select either sharks or L.3.1.i, L.3.2.a, L.3.2.e) Label Writing Competition Launch TE p. 448 explanatory paragraph for a squids and explain why and 2011, “ American Alliance Learn TE pp. 449-452 didactic wall panel? how scientists learn about Edit and revise writing of Museums Land TE p. 453 this creature. In your first based on feedback from a (http://witeng.link/0648) Wrap TE p. 453 paragraph, provide peer reviewer. (W.3.5) Information about the animal you selected and Produce original compound why it is important. In your sentences using basic second paragraph, identify conjunctions. (L.3.1.i) one way scientists learn about the animal. Create a didactic wall panel that explains to aquarium visitors why and how scientists study the animal you selected.
FQT 3
STEP UP TO WRITING (SUW) CORRELATION TO MODULE 1 (Lessons 19-30) These lessons and tools can provide additional support for the EOM writing prompt. Choose lesson(s) that provide students with a foundation for planning and writing a paragraph. STANDARDS FOCUS TOOLS W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Planning a Paragraph E2-41b W.3.2.b Develop the topic with facts, definitions, and details. with an Informal Outline E4-2a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and 4th ed. SUW TE p. 287 E4-2b purpose.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 39 RD 3 Grade Curriculum Map Literacy & Integrated Content W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Perfect Three-Sentence E2-45a W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and Paragraphs E2-45b purpose. 4th ed. SUW TE p. 194 E2-45c W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.3 Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. W 3.2.b Develop the topic with facts, definitions, and details. Stretch, Don’t Stack, Your E2.48a W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Paragraph E2-48b SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 200 grade 3 topics and texts, building on others’ ideas and expressing their own clearly. W 3.2.d Provide a concluding statement or section. Connecting the E2-52a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Conclusion to the Topic grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Sentence 4th ed. SUW TE p. 209 W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Using a Variety of E2-49a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Transitions E4-21a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 332 L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Transitions in Paragraphs E2-49a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on vs. Essays and Reports E4-22a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 334 L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.2.d Provide a concluding statement or section. Conclusions for E4-25a-E4- SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Informative/Explanatory 25c grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Writing 4th ed. SUW TE p. 342 W.3.2.d Provide a concluding statement or section. Writing Successful E4-26a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Conclusions grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 4th ed. SUW TE p. 344 W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and Revising E2-9a purpose. 4th ed. SUW TE p. 121 E2-12a W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 40 RD 3 Grade Curriculum Map Literacy & Integrated Content SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.3 Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Editing and Proofreading E2-9a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 123 E2-13a grade 3 topics and texts, building on others’ ideas and expressing their own clearly. E2-13b L.3.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or E2-13c speaking. E2-13d L.3.2.a Capitalize appropriate words in titles. E2-13e L.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. L.3.2.d-f Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). -Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. -consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3 Use knowledge of language and its conventions as appropriate for Grade 3 when writing, speaking, reading, or listening. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Practicing Proofreading E2-15a SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on 4th ed. SUW TE p. 127 E2-15b grade 3 topics and texts, building on others’ ideas and expressing their own clearly. L.3.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 3 when writing. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
SOCIAL STUDIES Correlation to MODULE 1 (Lessons 19-30) STANDARDS & FOCUS FORMATIVE PERFORMANCE TASKS ASSESSMENTS LEARNING GOALS VOCABULARY WRITING RESOURCE/MATERIALS
C.2.3.3 Compare rights and responsibilities of Essential Question: What can Content Lessons Use TCM- Doing Your Part citizens in different times and places citizens do to contribute to their reader and lesson to discuss ways students can C.3.3.3 Compare ways people benefit from and communities? contribute to their community and be good LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 41 RD 3 Grade Curriculum Map Literacy & Integrated Content are challenged by working together in response citizens. to local and state problems. Supporting Question(s): What are different ways we can help our Before Reading: Review what it means to be a community? good citizen with your students. Remind them of Wit and Wisdom Module Learning Goals How can we do our part in our citizens' rights and responsibilities. Ask students Use text and lesson in Social Studies to school community? to think about a time when they helped the reinforce. community and allow them to share.
Ask and answer questions based on a text. During Reading: Have students use Community (Lesson 19, 24 and 27) Words Rating Scale from TCM to write down Use the text and photographs to answer definitions as they read them. You can also have questions and to develop new questions. them take notes of different ways to help as they (Lesson 19) read each page. Identify the main idea and key details. (Lesson 20, 23 and 25) After Reading: Briefly review the book, asking Use text features to locate information. (Lesson students to retell the main idea from each page 21) spread. After reviewing, discuss with your Use text features, including photographs, to students which ideas they like and think they locate and use information efficiently. (Lesson could do in their community. 22) Pick one way to help the community that you have Identify the main idea and key details in a discussed and help your students "do their part." passage; identify and use text features to locate This could involve: information; use context clues to determine the Picking up trash around your school meaning of a word. (Lesson 26) Making sure to follow the rules of the school Explain how text features, including chapter Volunteering to help pick up the lunch room Clean titles, support meaning. (Lesson 26) your classroom for the week so the custodians Determine the essential meaning. (Lesson 27) don't have to Write an informative text for using topic Organize a food drive at your school Recycle statements, facts and details, and illustrations to items at your school provide information for a particular audience. Help teachers and other adults in the building (Lesson 30) when needed
Towards the end of the week, discuss different types of disasters that could happen in your community. This will help lead into next week's lesson on 9/11 and how citizens helped out in their communities.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 42 RD 3 Grade Curriculum Map Literacy & Integrated Content
TCM - Primary Source Reader: Doing Your Part Lesson (pp. 129-138) Primary Source Activity (p. 133)
Stage 3- Learning Activities- Wit and Wisdom Module 1 Lessons 31-32 ESSENTIAL QUESTION: Why do people explore the sea? WRITING: Write informative/ explanatory FOCUS QUESTION LESSONS: Why do people explore the sea?
SMALL GROUP/INDEPENDENT/LITERATURE DISCUSSION GROUPS Differentiated Volume of Reading Tier 2 intervention for students who need Small group reading with appropriate text Extended independent reading from a “double-dose” of Fundations. based on student need. Appendix D of each With and Wisdom Module unit topics.
LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS L31 Gather information from “The Sea Wind,” Sara Know: Execute: Deep Dive: Vocabulary print and visual sources; Teasdale How do the module texts How do I use topic Review/practice vocabulary take brief notes sources build my knowledge about sentences; grouping words Lesson at a Glance and sort evidence into The Boating Party, Mary why people explore the related information TE p. 458 provided categories. Cassatt sea? together; using facts, . (RL.3.2, RL.3.7, RI.3.2, definitions, and details? RI.3.7, W.3.8, SL.3.1.b, Under the Wave off Launch TE p. 460 Launch TE p. 464 L.3.6) Kanagawa, Katsushika Learn TE pp. 360-462 Learn TE p. 464 Hokusai Land TE p. 462 Land TE p. 464 Plan an essay that uses Wrap TE p. 463 text evidence to explain The Gulf Stream, Winslow why people explore the Homer sea. (RL.3.2, RI.3.2, W.3.2.a, W.3.b, W.3.5, Amos & Boris, William LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 43 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS W.3.8, L.3.6) Steig
Review module academic The Fantastic Undersea and content vocabulary. Life of Jacques Cousteau, (L.3.4) Dan Yaccarino
Shark Attack!, Cathy East Dubowski
Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper
L32 Synthesize evidence from “The Sea Wind,” Sara Know: How do the module Excel: Vocabulary Deep Dive: multiple texts to write End- Teasdale texts build my knowledge Grouping related of-Module essay. (RL.3.2, about why people explore information together using Lesson at a Glance RL.3.7 RI.3.2, RI.3.7, Amos & Boris, William the sea? facts, definitions, and TE p. 466 W.3.2.a, b, c, W.3.4, Steig details; and using linking Launch TE p. 473 W.3.5) Launch TE p. 467 words to write a multi- Learn TE p. 474 The Fantastic Undersea Learn TE pp. 468-471 paragraph essay about why Land TE p. 474 Edit and revise writing Life of Jacques Land TE p. 471 people explore the sea? Assessment: based on feedback from a Cousteau, Dan Yaccarino Wrap TE p. 471 Demonstrate peer reviewer. (W.3.5) understanding of academic, Shark Attack!, Cathy East text-critical, and domain- Demonstrate acquisition of Dubowski specific words, phrases, module academic and and/or word parts. content vocabulary. (L.3.6) Giant Squid: Searching for Assessment 32: End-of- a Sea Monster, Mary M. Module Vocabulary Direct Cerullo and Clyde F. E. Assessment Roper
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 44 RD 3 Grade Curriculum Map Literacy & Integrated Content LESSON & LEARNING GOALS & TEXT CONTENT FRAMING CRAFT QUESTIONS DEEP DIVE ASSESSMENTS STANDARDS QUESTION READING WRITING VOCABULARY STYLE AND CONVENTIONS End of Module Assessment: Write a multi-paragraph essay explaining why artists or scientists explore the sea. EOM Task
SOCIAL STUDIES Correlation to MODULE 1 Lessons 31-32 STANDARDS & FOCUS TASK(S)/QUESTIONING/MATERIALS ASSESSMENTS LEARNING GOALS C.2.3.3 Compare rights and Making a difference in the community. Celebrate Community Helpers Lesson Document Based Election Time responsibilities of citizens in different Citizens that make a difference during (Supports 9/11 Service Learning Lesson) times and places 911. 9/11 Memorial Website/Lesson Plans Use completed pyramid from last week to C.3.3.3 Compare ways people benefit have students write their responsibilities from and are challenged by working Essential Question: Can one individual September Roses Video YouTube for school, home, city, state in their together in response to local and state make a difference in the community? The Man Who Walked Between Towers Government Handbook. problems YouTube Supporting Question(s): What are some Students will compose a letter to characteristics of people who have made Book Pair Access online books at Central someone they feel contributes to the well- Wit and Wisdom Module Learning or are making a difference in their Arkansas Library (You will need a library being of the community. They will write to Goals communities? card number to access) thank the person for their contributions to Use text and lesson in Social Studies to http://www.cals.org/ (click on Bookflix) the community, tell why those reinforce. Who are people in your community that contributions are important, and how the make a difference? During Reading Activity (p. 111) person or the contributions have helped Gather information from print and visual How should we remember 9/11? “Who’s Who in Government” (p. 114) shape our community. sources; take brief notes sources and sort Who were the people that made a TCM - Exploring Social Studies: Arkansas evidence into provided categories. difference? Edition Student Handbook “What Does After reading this week’s stories, have (Lesson 31) What was the role of citizens during 9/11? Our Government Do?” (p. 13) students identify ways they can make a Synthesize evidence in text. (Lesson 32) difference in their school or local community.
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019
MODULE 1 45 RD 3 Grade Curriculum Map Literacy & Integrated Content
LRSD Elementary Literacy and Social Studies Departments 3rd Grade Curriculum: Integrated Content Revised 2019