Grade 3 ELA Curriculum Map p. 1 comprehension general comprehension strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C Students who meet the standard can comprehend a broad range of reading materials Best Practices • Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. • Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. • Students are given time to practice each strategy during independent reading. Evidence of their thinking include response journals, post‐it notes, and graphic organizers. • Students receive additional focused instruction in small, flexible groups. • Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors □ Use a variety of strategies (e.g., K‐W‐L, anticipation guide, graphic organizer, DR‐TA) to connect important ideas in text to prior knowledge and other reading. 1B.3 (MAKING CONNECTIONS) □ Make connections from text to text, text to self, text to world. 1B.5 (MAKING CONNECTIONS) □ Make comparisons across reading selections (e.g., themes, topics, story elements). 1C.4 (MAKING CONNECTIONS) □ Apply events and situations in both fiction and nonfiction to personal experiences. 2B.1 (MAKING CONNECTIONS) □ Compare works by the same author. 2B.3 (MAKING CONNECTIONS T‐T) □ Discuss works that have a common theme. 2B.4 (MAKING CONNECTIONS T‐T) □ Ask questions to clarify understanding. 1B.10 (QUESTIONING) □ Use evidence in text to form questions and verify predictions. 1C.1 (QUESTIONING & INFERRING) □ Make predictions about text events before and during reading and confirm, modify, or reject predictions after reading. 1B.2 (INFERRING) □ Differentiate between fact and opinion. 1B.6 (INFERRING) □ Support plausible interpretations with evidence from the text 2B.6 (INFERRING) □ Identify purposes for reading before and during reading. 1B.1 (DETERMINING IMPORTANCE) □ Identify explicit main ideas. 1B.4 (DETERMINING IMPORTANCE) □ Summarize or retell information from a text. 1B.11 (DETERMINING IMPORTANCE) □ Interpret age‐appropriate figurative language. 1B.12 □ Use information to generate and respond to questions that reflect higher level thinking skills (e.g., analyzing, synthesizing, inferring, evaluating). 1C.2 □ Identify important themes and topics by using relevant and accurate references to provide a valid interpretation of text. 1C.3 (SYNTHESIZING) □ Identify the message the author conveys in the text. 1C.4 (SYNTHESIZING) □ Interpret concepts or make connections through analysis, evaluation, inference, and/or comparison. 1C.5 (SYNTHESIZING) □ Explain how authors and illustrators express their ideas. 1C.7 (SYNTHESIZING) □ Identify the theme (e.g., friendship, cooperation, sharing, change, exploration) in selected stories and books. 2A.1 (SYNTHESIZING) □ Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues) during reading. 1B.9 (SELF‐MONITORING) □ Self‐monitor reading and use decoding strategies to self‐correct miscues. 1A.6 (SELF‐MONITORING) □ Re‐enact/role play/retell (e.g., stories, songs, poems, plays). 2B.5 Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 2 comprehension general comprehension strategies Instructional Elements & Anchor Text Create culture of “Reading Is Thinking” Think Aloud/Model during Read Aloud Allow Opportunities for Discussion Marking Text Seven Comprehension Strategies (Before/during/after reading) ‐ Essential elements of comprehension strategies ‐ Create class anchor charts for each strategy Text Structure Features of Text Making Connections/Schema ‐ Text‐Self, Text‐Text, Text‐World ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting ‐ Comparing Reading Selections (Author, themes, topics, story elements, etc.) Anchor Texts: My Rotten Red‐Headed Older Brother by Patricia Polacco Stellaluna by Janell Cannon My Great Aunt Arizona by Gloria Huston Stand Tall, Mary Lou Melon by Patty Lovell Thank You, Mr. Faulker by Patricia Palacco The Tenth Good Thing About Barney by Viorst Questioning ‐ Thick and Thin Questions ‐ Before, During, After Reading Questions ‐ Generate questions using common text ‐ 3 Types of Questions: Literal, Inferential, Analytical/Critical ‐ Verifying Answers in Text Anchor Texts: The Lotus Seed by Sherry Garland Yanni Rubbish by Oppenheim The Memory String by Eve Bunting Letters from the Past by Virginia Henkel Knots On A Counting Rope by Bill Martin, Jr. The Salamander Room by Anne Mazer Student Products (Informal Assessments)
Reading Logs (with indication of genre) Reading Response Journals Story Reflections Post It Notes Graphic Organizers that support multiple strategies ‐ T‐Charts/2‐column notes ‐ KWL chart Making Connections/Schema ‐ Graphic Organizers for T‐S, T‐T, T‐W ‐ Venn Diagram Questioning ‐ Questioning Web ‐ Point It Out ‐ Question‐Answer‐Response (QAR) ‐ KWL Chart ‐ Before, During, After Notes Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 3 Visualization ‐ Mental images/”movie in my mind” ‐ Using schema to visualize ‐ Images from all senses and emotions ‐ Powerful language Anchor Texts: Fireflies by Brinkloe Welcome to the Green House by Yolen Night in the Country by Cynthia Rylant Thunder Cake by Patricia Palacco Water Dance by Thomas Locker Twilight Comes Twice by Ralph Fletcher Inferences ‐ Reading between the lines ‐ Predictions/Before, During, & After ‐ Verifying predictions in text ‐ Fact and opinion ‐ Characterization and story elements ‐ Theme ‐ Mood ‐ Voice ‐ Drawing conclusions ‐ Cause/effect ‐ Context clues ‐ Compare/contrast Anchor Texts: The Stranger by Chris Van Allsburg Thank You, Mr. Falker byPatricia Polacco How Many Days to America? by Eve Bunting Fly Away Home by Eve Bunting The Wall by Eve Bunting Teammates by Golderbock & Bacon Knots on a Counting Rope by Bill Martin, Jr Yanni Rubish by Shulamith The Royal Bee Park & Park Visualization ‐ Sketch to Stretch ‐ Vivid Vocabulary List ‐ Artistic Response ‐ Drawing and writing sensory images Inferences ‐ Anticipation Guide ‐ Listing Textual Clues ‐ Listing Picture Clues ‐ Point It Out/Rereading ‐ My Inference Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 4 Determining Importance in Text ‐ Identify purpose for reading/Before & After ‐ Identifying the text structure ‐ Using graphs, tables, maps, and charts ‐ Summary ‐ Retelling information ‐ Sequencing ‐ Chronological Order ‐ Problem/Solution ‐ Cause/Effect ‐ Very Important Points (V.I.P.) ‐ Identify Main Idea & Supporting Details Anchor Texts: Encounter by Yolen Scholastic News or National Geographic for Kids An Octopus Is Amazing by Patricia Lauber Tut’s Mummy, Lost and Found by Judy Donnelly Penguins by Gail Gibbons Synthesizing ‐ Utilize Bloom’s Taxonomy ‐ Identify Theme/Topics ‐ Determine Mood ‐ Author’s purpose or message ‐ Connecting all strategies to make deeper, personal meaning ‐ Extending meaning through discussion Anchor Texts: Amelia’s Road by Linda Altman One Small Blue Bead by Byrd Baylor The Table Where Rich People Sit by Byrd Baylor So Far from the Sea by Eve Bunting The Raft by Jim LeMarche The Lily Cupboard by Shulamith Oppenheim An Angel for Solomon Singer by Cynthia Rylant
The Wretched Stone by Chris Van Allsburg Determining Importance in Text ‐ Graphic Organizers ‐ Very Important Points (V.I.P.) ‐ Point It Out ‐ KWL Synthesizing ‐ Facts, Questions, Response, Big Ideas ‐ First I’m Thinking…Now I’m Thinking… ‐ Literature Discussion Sheets Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 5 Self Monitoring ‐ Re‐reading to self‐correct ‐ Previewing text ‐ Utilizing visual clues ‐ Context clues ‐ Use decoding skills ‐ Reading aloud to clarify meaning ‐ Teacher modeling Anchor Texts: When Jesse Came Across the Sea by Amy Hest The Paper Bag Princess by Robert Munsch Chysanthemum by Kevin Henkes Thunder Cake by Patricia Pollacco NOTES Self Monitoring • Meta‐cognition bookmarks • Context Clues Graphic Organizers • Post It Notes • Reading Log • Reading Response Journals Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 6 comprehension general comprehension strategies Teacher Resources 7 Keys to Comprehension (Zimmermann, Hutchins) Reading With Meaning (Miller) Lessons in Comprehension (Serafini) Creating Strategies Readers (Ellery) Revisit, Reflect, Retell (Hoyt) Snapshots (Hoyt) Formal Assessment
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level reading expectations) Rigby Running Records ‐ miscue analysis ‐ accuracy score ‐ comprehension questions ‐ retelling score Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 7 comprehension exploring genre & literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Understand how literary elements and techniques are used to convey meaning. Best Practices • Teachers use mini‐lessons to model/demonstrate/think‐aloud through informational read alouds or shared reading experiences using informational big books. • Students are given time to practice during independent reading. Classroom libraries should contain a variety of genre at a range of reading levels. • Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. • Students receive additional focused instruction in small, flexible groups daily. • Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors □ Identify genres of fiction and non‐fiction. 1B.7 □ Identify the setting and tell how it affects the story. 2A.2 (INFERENCES) □ Identify the elements of plot by retelling the story (i.e., problem, attempts to solve problem, or resolution of problem). 2A.3 (DETERMINING IMPORTANCE) □ Identify/compare charactersʹ attributes across stories. 2A.4 (T‐T CONNECTIONS) □ Use text structure (e.g., sequential order, chronological order, problem/solution) to determine most important information. 1C.6 (DETERMINING IMPORTANCE) □ Classify types of expository text structures (e.g., description, sequence, comparison, cause/effect, problem/solution). 2A.9 (DETERMINING IMPORTANCE) □ Use information from simple tables, maps, and charts to increase comprehension of a variety of age‐
appropriate materials, both fiction and nonfiction. 1C.8 (DETERMINING IMPORTANCE) □ Use available technology (e.g., interactive web sites, software, electronic mail). 1C.9 □ Name several characteristics that distinguish fiction from nonfiction. 2A.6 □ Classify major types of fiction (e.g., tall tale, fairy tale, fable). 2A.7 □ Classify major types of nonfiction (e.g., essay, biography, autobiography). 2A.8 □ Investigate literature from a variety of time periods/ cultures/genres. 2B.2 □ Recognize that prose is written in sentences and organized in paragraphs. 2A.10 □ Recognize both rhymed and unrhymed poetry. 2A.11 □ Discover poetic devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, repetition, simile, metaphor). 2A.12 □ Identify genres of poetry. 1B.8 Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 8 comprehension exploring genre & literary elements Instructional Elements & Anchor Text Think Aloud/Model during Read Aloud Allow Opportunities for Discussion Students read a variety of genre through: ‐ Book Clubs ‐ Literature Circles ‐ Guided Reading Groups ‐ Genre Studies ‐ Author Studies ‐ Poetry Studies FICTION ESSENTIALS Literary Elements ‐ Setting and how it effects story (INFERENCES & VISUALIZATION) ‐ Plot ‐ Cause and Effect ‐ Problem/Resolution ‐ Character Identification & Analysis (INFERENCES) ‐ Character Comparison (CONNECTIONS) Other Fiction Essentials ‐ Retelling ‐ Summarizing ‐ Main idea in Fiction ‐ Classify major types of fiction: Fairy tale, tall tale, fable Student Products & Assessments Reading Logs (with indication of genre) Reading Response Journals Post It Notes before, during, after reading FICTION ESSENTIALS Literary Elements ‐ Story Map ‐ Two column chart ‐ Venn Diagram ‐ Story Reflections/Retelling ‐ Character Map/Webs Other Fiction Essentials ‐ Main Idea/Details ‐ Response Journals Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 9 NON FICTION ESSENTIALS NON FICTION ESSENTIALS Text Features Text Features ‐ Features: Labels, headings, photographs, ‐ Convention Notebook captions, comparisons, cutaways, maps, ‐ KWL charts types of print, close‐ups, table of contents, index, glossary ‐ How text features help readers make meaning Text Structure Text Structure ‐ Define text structures & provide examples
‐ Graphic Organizers ‐ Use text structure to DETERMINING ‐ Story Reflections/Retelling IMPORTANCE Description Sequence Comparison Cause/Effect Problem/Solution Other Nonfiction Essentials Other Nonfiction Essentials ‐ Classify major types of nonfiction: ‐ KWL essay, biography, autobiography ‐ Main Idea/Details ‐ Skim and Scan ‐ Main Idea in nonfiction ‐ Activate background knowledge/Schema Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 10 GENRE GENRE Examine and identify genre Examine and identify genre (Bold genre tested on ISAT, text examples in italics) Class charts that list genre and book examples ‐ Fiction The Relatives Came, The Raft, Tar Beach, ‐ Graphic Organizers ‐ Story Map Stellaluna ‐ Nonfiction ‐ Two column chart Books by Gail Gibbons ‐ Venn Diagram ‐ Story Reflections Scholastic News or NGS Time for Kids ‐ Story ‐ Retelling ‐ Characteristics webs/charts Miss Rumphius, My Rotten Headed Older Brother, Stone Fox ‐ Genre Match ‐ Poem Where the Sidewalk Ends by Shel Silverstein ‐ Fairy Tale Mufaro’s Beautiful Daughters by John Steptoe ‐ Tall Tale Loud Emily by Alexis O’Neill and Nancy Carpenter ‐ Fable Fables by Arnold Lobel ‐ Essay samples of children’s writings ‐ Other genre, not tested in Grade 3: Myth, Legend, Folktale, Memoir, Biography, Autobiography, Fantasy, Historical Fiction, Science Fiction, Realistic Fiction, Informational, Mystery Poetry Essentials Poetry Essentials ‐ Identify rhymed and unrhymed ‐ Graphic Organizers ‐ Identify poetic devices ‐ Post‐It Notes ‐ Identify genres of poetry ‐ Written Reflections Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 11 comprehension exploring genre & literary elements Teacher Resources 7 Keys to Comprehension (Zimmermann, Hutchins) Formal Assessment
Screening Assessment (administered 3 times per year) Reading With Meaning (Miller) MAP assessment Make It Real: Strategies for Success with Informational Diagnostic Assessments Text (Hoyt) (administered according to grade level reading Management Kit for Teaching Genre (Scholastic) expectations) Rigby Running Records Nonficton Read & Write Booklets (Scholastic) ‐ accuracy score Nonfiction Passages with Graphic Organizers ‐ comprehension questions ‐ retelling score (Scholastic) Best Practices in Reading (Options) Progress Monitoring Assessments (administered frequently to students who did not meet Short Reading Passages & Graphic Organizers to Build benchmarks on screening and/or diagnostic Comprehension (Scholastic) assessments) Running Records Graphic Organizers & Activities for Differentiated Instruction in Reading (Scholastic) NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 12 fluency general fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Based on Oral Reading Fluency rates, students should be identified for intervention in this area. Fluency can then be reinforced and practiced as a focus for small group. ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. Related Descriptors □ Read age‐appropriate material aloud with fluency and accuracy. 1B.13 □ Re‐enact/role play/retell (e.g., stories, songs, poems, plays). 2B.5 Essential Elements Read aloud for modeling fluency ‐ Accuracy ‐ Phrasing ‐ Rate ‐ Expression Daily independent reading time Repeated reading of familiar text Choral reading Cued instruction Paired reading Reader’s Theater Audio‐recorded assistance Speaking‐phones Anchor Texts: Alexander and the Terrible, Horrible, No‐good, Very Bad Day by Judith Viorst The Pain and the Great One by Judy Blume The Read‐aloud Handbook by Jim Trelease Eats, Shoots, and Leaves by by Lynne Truss You Read to Me, I’ll Read to You by Ann Hobermann (series of books) Where the Sidewalk Ends by Shel Silverstein Student Products (Informal Assessments)
Fluency Evaluation (from Guided Reading by Fountas & Pinnell, p. 81) Readers Theater Performances, Rubrics Oral Reading Rubric Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 13 fluency general fluency strategies Teacher Resources Guided Reading ( Fountas & Pinnell) The Fluent Reader by Timothey V. Rasinski Scholastic A Poem for Everyday! Fluency Instruction by Timothy V. Rasinski Fluency Practice Read‐Alouds Plays by Kathleen M. Hollenback Formal Assessments
Oral Reading Fluency Assessments (optional) ‐ DIBELS Oral Reading Fluency probes ‐ Reading a‐z Fluency Probes ‐ 3‐minute Reading Assessments ‐ Timed running record NAEP Fluency rubric Oral reading rubrics Dolch Word Assessments (administered according to grade level reading expectations) NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 14 phonics and vocabulary general strategies State Goal 1: Read with understanding and fluency. 1A: Apply word analysis and vocabulary skills to comprehend selections. Best Practices ♦ Allot a 15‐30 minute Word Study Block daily ♦ systematic phonics instruction for purpose of teaching students strategies for reading/spelling ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for smaller words, chunking sounds, get your mouth ready, look at the picture (decoding bookmark). ♦ Flexible word study groups ♦ Assess students regularly using running records to establish accurate reading level. Then, provide students with time daily to practice reading books at their independent reading level using leveled books in a classroom library. Related Descriptors □ Use phonics to decode new words in age‐appropriate material. 1A.1 □ Use word analysis (root words, inflections, affixes) to identify words. 1A.2 □ Discuss the meanings of new words encountered in independent and group activities. 1A.3 □ Use synonyms and antonyms to define words. 1A.4 □ Use a variety of decoding strategies (e.g., phonics, word patterns, structural analysis, context clues) to recognize new words when reading age‐appropriate material. 1A.5 □ Self‐monitor reading and use decoding strategies to self‐correct miscues. 1A.6 □ Use context and previous experience to determine the meanings of unfamiliar words in text. 1A.7 □ Use a variety of resources (e.g., dictionaries, thesauruses, indices, glossaries, internet, interviews, available technology) to clarify meanings of unfamiliar words. 1A.8 □ Use a variety of decoding strategies (e.g., phonics, word patterns, structural analysis, context clues) to recognize new words when reading age‐appropriate material. 1A.5 (DECODING) □ Define unfamiliar vocabulary. 2A.5 Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 15 phonics and vocabulary general strategies Essential Elements Word Study Notebooks Word banks & charts Word sorts High Frequency Word instruction Phonics Essentials PHONICS CONCEPTS Word Sorts for spelling patterns ‐ Digraphs Word pattern activities ‐ Blends ‐ Chunking ‐ Short vowels ‐ Root Word & Affixes ‐ Long vowel patterns ‐ Rhyming words (silent e, double vowel) Word building activities ‐ Syllable junctures ‐ Making words ‐ Prefixes/suffixes ‐ Anagrams ‐ r‐controlled vowels ‐ Word ladders Tongue Twisters Vocabulary Essentials Read alouds/exposure to new words daily ‐ Multiple meanings ‐ Context clues ‐ Concept maps/word webs ‐ Concept word sorts ‐ Multi sensory vocabulary ‐ Dictionary and thesaurus skills ‐ Index and glossary skills ‐ Word games Anchor Text: A Chocolate Mouse for Dinner by Fred Gwynne Hairy, Scary, Ordinary: What Is and Adjective? (Cleary) A Mink, A Fink, A Skating Rink: What Is A Noun? (Cleary) To Root, To Toot, To Parachute: What Is A Verb? (Cleary) Hello Ocean by Pam Munoz Ryan Huge Harold by Bill Peet Princess Prunella and the Purple Peanut by Margaret Atwood Scholastic Dictionary of Idioms by Marvin Terban Truman’s Aunt Farm by Jama Kim Rattigan Student Products (Informal Assessments) Word study notebooks Word sorts Phonics Essentials ‐ Word sorts ‐ Word study notebooks ‐ Sentence dictation ‐ Word ladders Vocabulary Essentials ‐ Word concept sorts ‐ Word study notebooks ‐ Illustrating words ‐ Cloze tests ‐ Concept maps Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09 Grade 3 ELA Curriculum Map p. 16 phonics and vocabulary general strategies Teacher Resources Formal Assessments
Mountain Language or Daily Language Screening Assessment (administered 3 times per year) Sitton Spelling MAP assessment Words Their Way (Bear, Invernizzi, Templeton, Diagnostic Assessments Johnston) (administered according to grade level reading Word Journeys (Kathy Ganske) expectations) Rigby Running Records (consider genre) Making Words (Cunningham) ‐ miscue analysis Phonics for Upper Grades (Cunningham & Hall) ‐ accuracy score Prefixes & Suffixes (Cunningham) Developmental Spelling Inventory Making & Writing Words (Rasinski) Dolch Word Assessments Creating Strategic Readers (Ellery) Progress Monitoring Assessments Time for Literacy Centers (Owocki) (administered frequently to students who did not meet benchmarks on screening and/or diagnostic Scholastic Easy Word Family Lessons for the assessments) Overhead Running Records DIBELS Nonsense Word Fluency Probe Scholastic Great Games for the Overhead (optional) Scholastic Word Ladders Dolch Word Assessments NOTES Charleston Community Unit School District No. 1 Charleston, IL Revised 3/09