Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
Other Literacy Components
3rd Grade - August/September
Reading Literary Text (RL)
RL 3 Know and apply grade level phonics and
word analysis skills in decoding words
RL 4.2 Read grade-level prose and poetry orally
with accuracy, appropriate rate, expression,
intonation, and phrasing on successive readings
RL5 Determine meaning and develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RL 6 Summarize key details and ideas to support
analysis of thematic development
RL 10 Apply a range of strategies to determine and
deepen the meaning of known, unknown, and
multiple-meaning words, phrases, and jargon;
acquire and use general academic and domain
specific vocabulary
RL13 Read independently and comprehend a
variety of texts for the purposes of reading for
enjoyment and acquitting new learning and building
stamina reflect and respond to increasingly
complex text over time
Reading Informational Text (RI)
Writing (W)
W3 Write narratives to develop real or imagines
experiences or events using effective techniques,
well-chosen details, and well-structured event
sequences
W4 Demonstrate command of the conventions of
standard English grammar and usage when writing
and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation, and
spelling when writing
W6 Write independently, legibly, and routinely for
a variety of tasks, purposes, and audiences over
short and extended time frames
Communication (C)
C1 Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretation through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
divers perspectives
Read Aloud
And Testing As A Genre
3rd Grade – August/September
Building a Reading Life
Crafting True Stories
Word Study:
Reading
Bend I: Making a Reading Life
 Choosing Just Right Books
 Building Reading Stamina
 Tracking Reading
 Setting Goals for Reading
 Setting up Reading
Partnerships
Bend I: Writing Personal Narratives with
Independence
 Visualizing
 Generating Ideas for Writing
 Storyteller’s Voice
 Ongoing Editing
Short Vowel Versus Long Vowel Patterns
(Ex: CVCe, CVVC (ai, oa, ee, ea, ay, ow,
ue), and CV open syllable –y ( like cry, sky,
why, try )
Bend II: Becoming a Storyteller on the Page
 Generating Leads
 Writing a Quick Draft
 Author’s Craft
 Developing Most Important Parts
 Paraphrasing
The Reading Strategies Book by Jennifer
Serravallo
Stone Fox By John Reynolds Gardiner (mentor
text; see p.xv for pacing)
Each Kindness by Jacqueline Woodson
Freckle Juice by Judy Blume
Mt. Lincoln’s Way by Patricia Polacco
Thank You Mr Falkner by Patricia Polacco
Crickwing by Janell Cannon
The Hundred Dresses by Eleanor Estes
The Bee Tree by Patricia Polacco
Donavan’s Word Jar by Monalisa DeGross
The Stories Julian Tells by Ann Cameron
The Junkyard Wonders by Patricia Palocco
Every Living Thing by Cynthia Rylant
Baseball in April and Other Stories by Gary Soto
Bend II: Understanding the Story
 Asking Questions While
Reading to Check for
Comprehension
 Visualizing While Reading
 Thinking About Their Reading
 Predictions
Bend III: Tackling More
Challenging
 Using Strategies to Figure
Out Hard Words
 Figuring Out Difficult
Vocabulary
 Figurative Language
 Author’s Purpose
Assessment
Bend III: Writing With New Independence on a
Second Piece
 Revising During Writing
 Dialogue
Bend IV: Fixing Up and Fancying Up Our
Best Work: Revision and Editing
 Revising Endings
 Using Editing Checklists
Final “K” Sound Spelled: -ck, -ke, -k



-
Reading Engagement
2.8 Set a Timed Goal (p.55)
2.9 Most Desirable/Least Desirable
(p.56)
2.10 “Party” Ladder (p.57)
2.12 Ask Questions to Engage with
the Text (p.59)
2.14 Track Progress on a Stamina
Chart (p.61)
2.18 Reading Log Rate Reflection
(p.65)
2.24 Read with a Focus to Focus
(p.71)
Monitoring for Meaning
2.4 Keep Your Eyes and Mind in the
Book (p.51)
2.6 Fixing the Fuzziness (p.53)
2.17 Visualize to Focus (p.64)
2.21 You’ve Got to “Get It” to be
Engaged (p.68)
Vocabulary
11.7 Picture It (p.306)
11.9 Stick to Your Story (p.308)
11.15 Context + Clues = Clarity
Writing
Come on, Rain! By Karen Hesse (mentor text;
read during IRA time)
Mr. Putter & Tabby Write the Book by Cynthia
Rylant
Smoky Night by Eve Bunting
I’m in Charge of Celebrations
I Love My Hair! By Natasha Anastasia Tarpley
We Had a Picnic This Saturday Past by Diane
Greenside
Give Unit 1 pre-assessment before
starting unit
Give Unit 1 post-assessment after
finishing the unit
**See www.heinemann.com for
assessments**
Give narrative on demand before starting
the unit
Give same narrative on demand after
completing the unit
**See Writing Pathways**
1st running record
See Narrative Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
Other Literacy Components
3rd Grade - October
Reading
Literary Text (RL)
Reading Informational Text (RI)
RI1 Demonstrate understanding of basic features
of print
RI2 Demonstrate understanding of spoken
words, syllables, and sounds
RI3 Know and apply grade level phonics and
word analysis skills when decoding words
RI4 Read with sufficient accuracy and fluency to
support comprehension
RI5 Determine meaning an develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RI6 Summarize key details and ideas to support
analysis of central ideas
RI9 Apply a range of strategies to determine and
deepen the meaning of known, unknown, and
multiple meaning words, phrases, and jargon;
acquire and use general academic and domain
specific vocabulary
RI12 Read independently and comprehend a
variety of texts for the purposes of reading for
enjoyment, acquiring new learning, and building
stamina; reflect and respond to increasingly
complex texts over time
Writing (W)
W2 Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through the
effective selection, organization, and analysis of
content
W4 Demonstrate command of the conventions of
standard English grammar and usage when
writing and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation,
and spelling when writing
W6 Write independently, legibly, and routinely for
a variety of tasks, purposes, and audiences over
short and extended time frames
Communication (C)
C2 Articulate ideas, claims, and perspectives in a
logical sequence using information, findings, and
credible evidence from sources
C3 Communicate information through strategic
use of multiple modalities and multimedia to
enrich understanding when presenting ideas and
information
Reading to Learn: Grasping Main
Ideas and Text Structures
Bend I: Determining Importance in
Expository Texts
 Previewing Text
 Summarizing
 Categorizing Information
 Main Idea and Details
 Text Features
Bend II: Lifting the Level of Thinking
about Expository Texts
 Reading to Learn New
Information
 Think and Talk Back to the Text
 Author’s Point of View and
Perspective
Bend III: Synthesizing and Growing
Ideas in Narrative Nonfiction
 Narrative Nonfiction Text
Structures
 Narrative Nonfiction: how details
fit under overarching storylines
 Reading Biographies Through
Two Different Lenses
Read Aloud
And Testing As A Genre
Assessment
3rd Grade - October
The Art of Information Writing
Word Study:
Bend I: Organizing Information
 Various Ways of Structuring Topics and
Subtopics
 Table of Contents and Chapters
R-Influenced Vowel Patterns
(ar, are, air, er, ear, eer, ir, ire, ier, or, ore,
oar, ur, ure, ur-e)
Bend II: Reaching to Write Well
 Mentor Texts to Shape Writing
 Transitioning From Chapter to Chapter
in Informational Texts
 Writer’s Style
 Enhancing Topic Through Researching
 Creating Introductions
Bend III: Moving Towards Publications,
Moving Toward Readers
 Goal Setting
 Using Text Features
 Researching to Check Facts
 Paragraphing
Bend IV: Transferring Learning From Long
Projects to Short Ones
 Planning and Drafting Content –Specific
Informational Text
 Self-Assessing/Revising
 Crafting Speeches, Articles, Brochures
The Reading Strategies Book by Jennifer
Serravallo



-
Main Idea and Details
8.1 One Text, Multiple Ideas (or
Topics) (p.222)
8.3 Topic/Subtopic/Details (p.224)
8.5 Boxes and Bullets (p.226)
8.6 Survey the Text (p.227)
8.7 Paraphrase Chunks, Then Put It
Together (p.228)
8.11 Add Up Facts to Determine Main
Idea (p.232)
8.14 Time = Parts (p.235 Narrative
NF)
8.15 Why Does the Story Matter
(p.236 Narrative NF)
Writing About Reading
13.10 Note Taking Helps to
Understand Nonfiction (p.364)
Talking Back to the Text
12.11 Keep the Line Alive (p. 338)
Reading:
Articles from the Expository Text Sets on
www.heinemann.com
Frogs! By Elizabeth Carney
Frogs and Toads by Bobbie Kalman
Gorillas by Lori McManus
The Life Cycle of the Bobbie Kalman & Robin
Johnson
Make Way for Dyamonde Daniel by Nikki Grimes
The Penguin, A Funny Bird by Beatrice Fontanel
Penguins by Bobbie Kalman
Time For Kids
I Wonder Why Camels Have Humps and Other
Questions About Reading by Anita Ganeri
Cactus Hotel by Brenda Z. Guiberson and Megan
Lloyd
Writing:
Dangerous Animals by Melissa Stewart
Deadliest Animals: National Geographic by
Melissa Stewart
VIP Pass to a Pro Baseball Game Day by Clay
Latimer
Give Unit 2 pre-assessment before
starting unit
Give Unit 2 post-assessment after
finishing the unit
**See www.heinemann.com for
assessments**
Give informational on demand before
starting the unit
Give same informational on demand
after completing the unit
**See Writing Pathways**
Informal running records as needed.
See Informational Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
See “Retelling/Summary/Synthesis”
strand of the Narrative Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade – November/December
Reading Literary Text (RL)
RL1 Demonstrate understanding of the
organization and basic features of print
RL 2 Demonstrate understanding of spoken
words, syllables and sounds
RL 3 Know and apply grade level phonics and
word analysis skills in decoding words
RL 4 Read with sufficient accuracy and fluency to
support comprehension
RL5 Determine meaning and develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RL7 Analyze the relationship among ideas,
themes, or topics in multiple media, formats, in
visual, auditory and kinesthetic modalities
RL 8 Analyze characters, setting, events, and
ideas as they develop and interact within a
particular context
Reading Informational Text RI
Writing (W)
W1 Write arguments to support claims with clear
reasons and relevant evidence
W4 Demonstrate command of the conventions of
standard English grammar and usage when writing
and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation, and
spelling when writing
W6 Write independently, legibly, and routinely for
a variety of tasks, purposes, and audiences over
short and extended time frames
Communication (C)
C1 Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretation through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
divers perspectives
Unit 3 Character Studies
Bend I: Getting to Know a
Character as a Friend
 Characters (dialogue, feelings
and actions)
 Character Traits/Character
Analysis
 Make Inferences About
Characters
 Notice Patterns of a Character
to Grow Theories
 Make Predictions About
Characters Based on Theories
Bend II: Following a Character’s
Journey
 Book Clubs Begin
 Story Mountains/Climax
 How Characters Resolve
Problems and Respond to
Challenges
 Pay Attention to How
Secondary Characters Play a
Role in the Main Character’s
Journey
 What Role Do Illustrations Play
in the Story
 Analyze Author’s Craft
6.16, 7.7
Bend III: Comparing and
Contrasting Characters Across
Books
 Comparing and Contrast:
Characters
Character Problems and
Response to Change
Character Lessons
6.11, 6.14
Other Literacy Components
Read Aloud
And Testing As A Genre
Assessment
3rd Grade – November/December
Baby Literary Essay (see Curricular
Calendar)
Bend I: Structuring Essays
 Developing a Sense of Structure and
Organization of Essay Writing
 Boot Camp: Shared Planning and
Writing of an Essay
 Choose and Evaluate details in Support
of an Idea, Cite Text Evidence Clearly
and Organize their Writing into
Paragraphs
Bend II: Raising the Level of Baby Essays
 Move from Whole-Class Guided
Practice to Group or Partner Work
 Work on a New Text to State Thesis
Statements
 Rehearse and Flash Draft an Essay
 Techniques to Raise the Level of
Introductions and Conclusions
 Create Cohesion Across the Essay
Bend III: Crafting Compare or Contrast
Essays
 Write Essays that Compare or Contrast
Two Texts
 More Nuanced Writing – Sorting and
Weighing Details, Being More Specific
when Citing Evidence, Explaining that
Evidence more Fully for Readers
 Devise Organizational Structures for
Comparing or Contrasting Characters,
Themes, or Other Ideas Across Two
Texts
Word Study:
Ambiguous Vowel Sounds:
(oi, oy, oo, aw, au, wa, al, ou, ow)
Silent Beginning Consonants:
(kn, wr, gn)
The Reading Strategies Book by Jennifer
Serravallo
 Thinking About Characters
6.1 How’s the Character Feeling?
(p.166)
6.2 What’s in the Bubble? (p.167)
6.4 Feelings Change (p.169)
6.6 Back Up Ideas About Characters
with Evidence (p.171)
6.12 Empathize to Understand (p.177)
Reading:
Opening Read Aloud: Because of Winn Dixie,
Peter’s Chair by Ezra Jack Keats, and Make Way
for Dyamond Daniel by Nikki Grimes
(G/H/I/J) Henry and Mudge, Frog and Toad
(K/L/M) Magic Tree House, Bailey School Kids,
Mercy Watson series
Amber Brown is not a Crayon by Paula Danziger
Houndsley and Catina by James Howe
Horace, Morris and Dolores by James Howe
Amazing Grace by Mary Hoffman
Jamaica series by Juanita Havill
For a Better World by Katherine and Randy
Bomer
Writing
Those Shoes by Maribeth Boelts
Encyclopedia Brown Cracks the Case by Donald
Sobol
The Stories Julian Tells by Ann Cameron
A Letter to Amy by Ezra Jack Keats
Peter’s Chair by Ezra Jack Keats
William’s Doll by Charlotte Zolotow
Brave Irene by William Steig
Chrysanthemum by Kevin Henkes
Wilma Unlimited by Kathleen Krull
Jamaica’s Find by Juanita Havill
Give Unit 3 pre-assessment before
starting unit
Give Unit 3 post-assessment after
finishing the unit
**See www.heinemann.com for
assessments**
Give opinion on demand before starting
the unit
Give same opinion on demand after
completing the unit
**See Writing Pathways**
Informal running records as needed.
See Narrative Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade - January
Reading Literary Text (RL)
RI1 Demonstrate understanding o f the
organization and basic features of print
RI2 Demonstrate understanding of spoken words,
syllables, and sounds
RI3 Know and apply grade-level phonics and word
analysis skills in decoding words
RI4 Read with sufficient accuracy and fluency to
support comprehension
RI5 Determine meaning and develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RI 6 Summarize key details and ideas to support
analysis of central ideas
RI8 Interpret and analyze the author’s use of words,
phrases, text features, conventions, and structures,
and how their relationships shape meaning and tone
in print and multiple media texts
RI9 Apply a range of strategies to determine and
deepen the meaning of known, unknown, and multimeaning words, phrases, and jargon; acquire and
use general academic and domain-specific
vocabulary
RI10 Analyze and provide evidence of how the
author’s choice of purpose and perspective shapes
content, meaning, and style
RI12 Read independently and comprehend a
variety of texts for the purposes of reading for
enjoyment, acquitting new learning, and building
stamina; reflect and respond to increasingly complex
text over time
Reading Informational Text (RI)
Writing (W)
W3g Use imagery, precise words, and sensory
details to develop characters and convey
experiences and events
Communication (C)
C3 Communicate information through strategic use
of multiple modalities and multimedia to enrich
understanding when presenting ideas and
information
C4 Critique how a speaker addressed content and
uses stylistic and structural craft techniques to
inform, engage, and impact audiences
C5 Incorporate craft techniques to engage and
impact audience and convey messages
Research Clubs: Elephants,
Penguins, and Frogs, Oh My!
Bend I: Researching a Topic
 Researching to Learn About a
Topic
 Topics and Subtopics
 Expert Vocabulary
 Asking Questions, Gathering
Information, and Analyzing
the Information
9.1, 9.2, 9.5, 9.6, 10.2
Bend II: A Second Cycle of
Research
 Planning Research
 Voice and Fluency
 Text Structures (Compare and
Contrast)
 Cause and Effect
9.3, 10.2, 10.3
Bend III: Synthesizing, Comparing,
and Contrasting
 Patterns and Relationships
Among Topics
 Asking Questions and
Forming Theories About Topic
 Think of a Problem, Gather
Information, and Plan for a
Solution
9.18, 9.19, 11.6
Other Literacy Components
Read Aloud
And Testing As A Genre
Assessment
3rd Grade - January
Poetry
Word Study:
Bend I: Writers Live Writerly Lives, Writing
About Things They See and About Which They
Care
 Immersion Into Poetry
 Getting Inspired
 Powerful Poems Through Strong Emotion
 Adding Details
 Characteristics of Strong Partners
Hard and Soft “c” and “g”:
(center, circle, cent, cell, giant, gem, germ)
Bend II: Poets Care Not Only About Content,
but Also About Language and Form
 Mentor Texts
 Line Breaks
 Organization
 Metaphors and Similes
Other Endings:
(-tch , ch)
Bend III: Poets Revise, Revise, Revise to
Perfect Their Craft
 Storytelling to Enhance Poems
 Powerful Conclusions
 Imagery
 Using Alliteration and Rhyme to Create
Sound
Bend IV: Poets Build Anthologies and Edit
Poems Before Sharing Them With the World
 Sorting and Categorizing on Order to
Create an Anthology
 Editing
Final “e”:
(-ce, -ve, -se, -ze)
Reading:
See Science and Social Studies Materials
The Life Cycle of an Emperor Penguin by Bobbie
Kalman and Robin Johnson
Penguins by Bobbie Kalman
The Penguin by Beatrice Fontanel
Frogs by National Geographic
Hard and Soft “c” and “g” endings”
(-ce, -ge, -dge,)
Give Unit 4 pre-assessment before
starting unit
Give Unit 4 post-assessment after
finishing the unit
**See www.heinemann.com for
assessments**
Informal running records as needed.
Writing:
Honey I Love by Eloise Greenfield
This Place I know: Poem of Comfort by Georgia
Heard
Baseball, Snakes, and Summer Squash by
Donald Graves
Hey World, Here I Am by Jean Little
A Writing Kind of Day by Ralph Fletcher
See Informational Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade - February
Reading Literary Text (RL)
RL1 Demonstrate understanding of the
organization and basic features of print
RL 2 Demonstrate understanding of spoken
words, syllables and sounds
RL 3 Know and apply grade level phonics and
word analysis skills in decoding words
RL 4 Read with sufficient accuracy and fluency to
support comprehension
RL5 Determine meaning and develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RL7.2 Compare and contrast how an author uses
characters to develop theme and plot in different
texts within a series
RL8 Analyze characters, setting, events, and
ideas as they develop and interact within a
particular context
RL12 Analyze and critique how the author uses
structures in print and multi- media texts to shape
meaning and impact the reader
Reading Informational Text (RI)
Writing (W)
W1 Write arguments to support claims with clear
reasons and relevant evidence
W4 Demonstrate command of the conventions of
standard English grammar and usage when writing
and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation, and
spelling when writing
Communication (C)
C1 Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretation through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
divers perspectives
C2 Articulate ideas, claims, and perspectives in a
logical sequence using information, findings, and
credible evidence from sources
C4 Critique how a speakers addresses content
and uses stylistic and structural crafty techniques
to inform, engage, and impact audiences
C5 Incorporate craft techniques to engage and
impact audience and convey messages
Solving the Mystery Before the
Detective: Inference, Close
Reading, Synthesis, Prediction
(see If…Then…Curriculum p. 34)
Bend I: Mystery Readers Read for
Clues
 Previewing for Clues
 Noticing Details
 Using Character Traits to
Solve Mysteries
Bend II: Reading Across Mysteries
 Reading Mysteries by Same
Author and Getting to Know
the Characters
 Slowing Down and Reading
Carefully (ex: Crime Scenes)
 Rereading and Taking Notes
 Using Clues to Make
Inferences
 Thinking Across Books
Bend III: Mystery Readers Learn
Life Lessons from Books
 Lessons Learned From
Characters
 Slowing Down When
Characters Have a Strong
Emotional Reaction
 Character Motives
Other Literacy Components
Read Aloud
And Testing As A Genre
Assessment
3rd Grade - February
Changing the World: Persuasive Speeches,
Petitions and Editorials
Bend I: Launching Work on Persuasive
Speeches

Drafting a Speech
 Persuasive Writing About Places, Things,
or Ideas
 Addressing a Specific Audience
 Editing
 Setting Goals To Better the Writing
Bend II: Raising the Level Persuasive
 Collect Evidence to Support Opinions
 Organizing and Categorizing Evidence
 Providing Examples to Persuade
 Paragraphing
 Word Choice
 Publishing
Bend III: From Persuasive Speeches to
Petitions, Editorials, and Persuasive Letters
 Speeches, Letters and Petitions
 Meeting Deadlines - Making Work Plans
 Gathering Evidence
 Revision
 Introductions and Conclusions
 Goal Setting for Improving Writing
Bend IV: Cause Groups
 Writing for a Specific Audience
 Preparing to Persuade Audience by
Gathering Information Beforehand
 Revising While Drafting
 Editing
Word Study:
Contractions:
(not, is, am, have, had, will, are)
Plural Endings:
(-s, -es,)
Irregular Plural Endings:
(-y + -ies and ex. child – children)
Three Sounds of Past Tense:
(-ed that sounds like “d,” “id”, and “t”)
Reading:
Cam Jansen Mysteries by David Adler
The Boxcar Children series by Gertrude Chandler
Warner
Jigsaw Jones series by James Preller
A to Z Mysteries
Nate the Great series
Encyclopedia Brown series
Nancy Drew series by Carolyn Keene
The Hardy Boys series by Franklin W Dixon
Trixie Belden series by Julie Campbell
Writing:
Newspapers
Magazines
Book Reviews
Movie Reviews
Travel Guides
Running Records As Needed
See Narrative Reading Learning
Progression in Reading Pathways book
or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade - March
Reading Literary Text (RL)
RL9 Interpret and analyze the author’s use of
words, phrases, and conventions, and how their
relationships shape meaning and tone in print and
multimedia texts
RL12 Analyze and critique how the author uses
structures in print and multi- media texts to shape
meaning and impact the reader
Reading Informational Text (RI)
Writing (W)
Communication (C)
C5 Incorporate craft techniques to engage and
impact audience and convey messages
Little Things are Big: Making
Meaning from Poems and Poetic
Craft In Literature
(see If...Then…Curriculum p. 74)
Bend I – Discovering Poetry I n
Poems and Prose
 Poetic devises
 Elements of poetry
 How poets play with
words
Bend II – Reading for Deeper
Comprehension
 Identifying the “idea” of a
poem
 Paying attention to
endings of poems
 Identifying the characters
Bend III – Looking at Life and
Literature through the Lens of
Poetry
 Looking at things
differently
 Thinking about things
differently
 Making connections
between poetry and
literature
Other Literacy Components
Read Aloud
And Testing As A Genre
Assessment
3rd Grade - March
Test Preparation
Word Study:
Reading and Writing Testing Words:
(ex: summarize, compare, contrast, infer,
explain, determine, etc)
Reading and Writing Testing Words:
(ex: summarize, compare, contrast, infer,
explain, determine, etc)
Reading:
Poems by: Ogden Nash, Shel Silverstein, Kenn
Nesbitt, Jack Prelutsky, Langston Hughes, Naomi
Shihab Nye, Robert Frost, William Wordsworth
and Walt Whitman.
Writing:
Running Records
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade - April
Reading
Literary Text (RL)
RI8 Interpret and analyze the author’s use of words,
phrases, text features, conventions, and structures,
and how their relationships shape meaning and tone
in print and multiple media texts
Reading Informational Text (RI)
Writing (W)
W2 Write informative/explanatory texts to examine
and convey complex ideas and information clearly
accurately through the effective selection,
organization, and analysis content
W4 Demonstrate command of the conventions of
standard English grammar and usage when writing
and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation, and
spelling when writing
W6 Write independently, legibly, and routinely for a
variety of tasks, purposes, and audiences over short
and extended time frames
Communication (C)
C1 Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretation through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
divers perspectives
C3 Communicate information through strategic use
of multiple modalities and multimedia to enrich
understanding when presenting ideas and
information
Read Aloud
And Testing As A Genre
Assessment
3rd Grade - April
Biography Book Clubs
(see If… Then…Curriculum p. 54)
Information Writing: Reading, Research,
and Writing in the Content Areas
Bend I: Biography Readers Use
All They Know about Reading
Stories
 Approach to Reading
Different Types of Nonfiction
 Character Analysis
 Mapping out Story Arcs
 Reading to Learn New
Information
Bend I: Writing to Develop Expertise and
Grow Ideas
 Use note taking, annotated time lines for
recording and reflecting on ideas
Bend II: Biography Readers Use
All They Know about Reading
Informational Texts
 Reading for Information
 Discerning Importance of
Facts
 Organization
Bend III: Using Mentor Texts to Help Writers
Revise Chapters They’ve Written and to Lift
the Level of Upcoming Chapters
 Trying Out New Techniques Learned
From Mentor Texts
 Elaboration Through the Use of Mentor
Texts
 Citing Sources
Bend III: Biography Readers Not
Only Follow a Life Story, They
Also Grow Ideas
 Reading a Narrative Without
A Traditional Character
 Forming An Overall Idea
about Information
 Looking for the Bigger
Message
Other Literacy Components
Bend II: Planning a Table of Contents and
Writing Chapters
 Table of Contents
 Chapters
Bend IV: Editing and Publishing to Get
Ready to Teach Others
 Editing and Publishing
Word Study:
Homophones:
(ex: mane, main, sale, sail, waste, waist,
etc)
;
Homographs
(ex: present (noun), present (verb), rebel
(noun), rebel (verb), etc.)
“I” before “e” except after “c”
(weird, deceive, sleigh, shield, ceiling,
relieve, etc)
Prefixes:
(re-, un-, pre-, ex-, mis-)
Reading:
Ruby Bridges by Robert Coles
Who Was Jackie Robinson by Gail Herman
Martin Luther King Jr’s speech
Books from Categories like: figures in American
History, Athletes, Figures in Science and
Technology, Artists, Explorers, and Activists
Writing:
Use Social Science or Science Materials
Running Records
See Narrative and Informational Reading
Learning Progression in Reading
Pathways book or www.heinemann.com
Standards
Calkins Reading Workshop
(Bends)
Calkins Writing Workshop (Bends)
3rd Grade - May/June
Reading Literary Text (RL)
RL5 Determine meaning and develop logical
interpretations by making predictions, inferring,
drawing conclusions, analyzing, synthesizing,
providing evidence, and investigating multiple
interpretations
RL 6 Summarize key details and ideas to support
analysis of thematic development
RL8 Analyze characters, setting, events, and ideas
as they develop and interact within a particular
context
Reading Informational Text (RI)
Writing (W)
W3 Write narratives to develop real or imagines
experiences or events using effective techniques,
well-chosen details, and well-structured event
sequences
W4 Demonstrate command of the conventions of
standard English grammar and usage when writing
and speaking
W5 Demonstrate command of the conventions of
standard English, capitalizations, punctuation, and
spelling when writing
W6 Write independently, legibly, and routinely for a
variety of tasks, purposes, and audiences over short
and extended time frames
Communication (C)
C1 Interact with others to explore ideas and
concepts, communicate meaning, and develop
logical interpretations through collaborative
conversations; build upon the ideas of others to
clearly express one’s own views while respecting
diverse perspectives
Social Issues Book Clubs:
Applying Analytical Lenses
Across Literature and
Informational Texts
(see If…Then…Curriculum p.94)
Bend I: Reading between the
Lines to Interpret Issues in Texts
 Critical Reading to
Understand World Issues
 Understanding Issues
Through Character ‘s
Actions
 Understanding Issues
Through Important Parts
 Author’s Word Choice
 How characters deal with
problems
Bend II: Analyzing the Way
Different Authors Address and
Craft Similar Social Issues in
Both Literature and Current
Events
 Asking Questions to
Analyzing the Hidden Issues
 Challenging a Text by
Examining beliefs
 Exploring Imbalances in
Power in World Problems
Bend III: Bringing our Reading
Lenses to Our World – And
Making Our Thinking More
Complex
 Reflecting on Your Own
Thinking
 Proposing Solutions to
Issues
 Taking on the Role as
Activists
Other Literacy Components
Read Aloud
And Testing As A Genre
Resources
3rd Grade – May/June
Once Upon a Time: Adapting and Writing
Fairy Tales
Bend I: Writing in the Footsteps of the
Classics
 Study Versions of Fairy Tales
 When Changes Are Made to Fairy Tales
it is Understood Changes Affect Other
Elements of the Story
 Story Telling and Acting Out Stories
 Rehearsing Story Telling
 Morals
Bend II: Follow the Path: Adapting Fairy Tales
with Independence
 Planning Stories With Alone and With a
Partner
 Refrains
 Dialogue and Actions
 Smooth Sentences
Bend III: Blazing Trails: Writing Original Fairy
Tales






Characters, Motivations Troubles, and
Resolutions
Objects Bring Importance to Characters
Writing Descriptive Sentences
Adding Element of Magic
Revision
Editing
Word Study
Prefixes:
(non-, uni-, bi-, tri-, dis-)
Suffixes:
(-ly, -ful, -less, -ness)
Reading:
Fly Away Home
The Hundred Dresses
Time for Kids
Scholastic News
Highlights
New Moon
Writing:
Little Red Riding Hood
Three Little Pigs
Cinderella
Three Billy Goats Gruff
The Emperor’s New Clothes
Prince Cinders by Babette Cole
Running Records
See Narrative Reading Learning
Progression in Reading Pathways book
or www.heinemann.com