English Language Arts
3rd Nine Weeks
Grade 3
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The
District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standardsaligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County
Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction
that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and
expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include
instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State
Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at
specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve
their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum
maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu-lar sequences and
quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of
instruction for all learners in their classrooms, including those with special learning needs.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 1 of 47
English Language Arts
3rd Nine Weeks
Grade 3
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for
college and career. This will require a comprehensive, integrated
approach to literacy instruction that ensures that students become
college and career ready readers, writers, and communicators.
To achieve this, students must receive literacy instruction aligned
to each of the elements of effective literacy program seen in the
figure to the right.
This curriculum map is designed to help teachers make effective
decisions about what literacy content to teach and how to teach it
so that, ultimately, our students can reach Destination 2025. To
reach our collective student achievement goals, we know that
teachers must change their instructional practice in alignment the
with the three College and Career Ready shifts in instruction for
ELA/Literacy. We should see these three shifts in all SCS literacy
classrooms:
(1) Regular practice with complex text and its academic
language.
(2) Reading, writing, and speaking grounded in evidence
from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you
in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map,
there are some high-leverage resources around each of the three shifts that teachers should consistently access:
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 2 of 47
English Language Arts
3rd Nine Weeks
Grade 3
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College
and Career Ready Literacy Standards):
Teachers can access the TNCore standards, which are featured throughout this curriculum map and
represent college and career ready student learning at each respective grade level.
http://www.tncore.org/english_language_arts.aspx
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexitycollection
Student Achievement Partners Academic Word Finder:
http://achievethecore.org/page/1027/academic-word-finder
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task
measures) using the resources in this collection.
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic
vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions
Resources:
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on
their qualitative and reader/task measures text complexity analysis.
http://achievethecore.org/page/710/text-dependent-questionresources
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1112/text-set-project-buildingknowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student
knowledge of the world.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 3 of 47
English Language Arts
3rd Nine Weeks
Grade 3
Curriculum Maps, Grades 3-5
● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big
Idea” for the week.
● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning
target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the
curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and
citing evidence when writing or speaking about the text:
○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and
proficiently.
● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
● Plan your weekly and daily objectives, using the learning target statements to help.
● Study the suggested performance assessments in the right-hand column, and match them to your objectives.
● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those
that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead
students to success on your selected performance assessments.
● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and
speaking and listening skills.
● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.
Remember to include differentiated activities for small group instruction and literacy stations.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:


The Item Sampler (MICA) can be found here: https://micatime.com/
TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 4 of 47
English Language Arts




3rd Nine Weeks
Grade 3
Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!
Ten Things to Know about TNReady from the TDOE
TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will
address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score
students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the
Curriculum Maps each week.
Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and
information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks,
and examples of tasks.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this
document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the
domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those
MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their
classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 5 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Week 1-Lesson 13
Reading Selections:

“Yonder Mountain: A Cherokee Legend” (Lexile 680)

“The Trail of Tears” (Lexile 470)
 “My Life” (Lexile Level 650) http://www.readworks.org/passages/my-life
Big Idea: Stories help us learn about other cultures.
Reading Literature and Informational Text
RL. 3.2- Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson or
moral and explain how it is conveyed through key details in text.
RL. 3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
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).
RI. 3.9- Compare and contrast the most important points and
key details presented in two texts on the same topic.
Strategies and Skills
Comprehension Skill
Performance Assessments

Compare and Contrast

Journeys Progress Monitoring, Lesson 13

Story Message (theme)

Journeys Reader’s Notebook, Lesson 13

Anecdotal evidence from classroom discussions
 Journeys Grab-and-Go Assessments, Lesson 13
Comprehension Strategy

Analyze/Evaluate
Performance Task - Optional

Learning Targets (I Can…)

Compare and contrast characters in a story.

Identify the message or lesson of a story, citing details to
support the message.

Determine the mood of a character or setting from a text
illustration.

Gather information from a nonfiction text.

Analyze a map.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Compare Texts, Text to Text, p. T239: How were the
journeys of the Cherokee men in “Yonder Mountain” similar
to the journey of the Cherokee described in “The Trail of
Tears?” How were they different? With a partner, compare
and contrast the reasons each group had for traveling, and
discuss the challenges they faced.
Text-Dependent Questions

Why does Chief Sky choose Soaring Eagle as the next chief?
(key details)

How does the illustration on p. 475 help you determine what
the word “yonder” means? (vocabulary)

How does the map on p. 495 help you understand the
difficulty of the journey the Cherokee had to endure? (craft
and purpose)

What does Chief Sky mean when he says that they need a
leader who has “seen beyond the mountain’ and how does
this help you understand the big idea of this text? (inference)
Shelby County Schools
2015/2016
Page 6 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Literacy Station Activities

Comprehension Station-Venn diagram comparing and
contrasting characters or events, illustrate the text, write a
summary of a passage, Journeys flip chart, write answers to
text-dependent questions

Comprehension activity from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Comprehension part 3, C.021-Compare and Contrast

Activities on compare/contrast:
http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.as
px?id=000005

https://pals.virginia.edu/pdfs/activities/comprehension/venn_d
iagram.pdf (Venn diagram)
Writing
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RL. 3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in text.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Label events from a fable, folktale
or myth with words, phrases and
simple sentences using an
illustrated word bank.
Create an illustrated graphic
organizer describing the sequence
of events and moral of a fable,
folktale or myth using a word bank.
Create an illustrated graphic
organizer with simple and
expanded sentences describing the
sequence of events and moral of
the fable, folktale or myth.
Express ideas in detailed
responses describing the sequence
of events and moral of the fable,
folktale or myth.
Express ideas describing the
sequence of events and moral of
the fable, folktale or myth using a
broad range of sentence patterns
and grammatical structures.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF 3.3-Know and apply grade-level phonics and word analysis
skills in decoding words.
RF.3.4a- Read on-level text with purpose and understanding.
RF.3.4b-Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
RF.3.4c- Use context to confirm or self-correct word recognition
Strategies and Skills
Phonics and fluency


Contractions with n’t, ‘d, ‘ve

Reading Rate

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Contractions
Learning Targets (I Can…)

Read and spell words with contractions.

Read grade level text with fluency, accuracy, expression
and comprehension.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Performance assessments
Shelby County Schools
2015/2016
Page 7 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
that pertains to time, sequence, and cause/effect.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES

Apply phonics and word analysis skills effectively when
reading and writing.
CONTENT & TASKS

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Teacher-made or district common assessments
Literacy Station Activities

Phonics/word study station-word building with contractions,
building with multi-syllabic words, review activities with
phonics skills not yet mastered

Fluency station (optional)-partner reading for pace and
expression; performance reading

See Florida Center for Reading Research, Student Center
Activities,
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Fluency Part 3, F.014-Phrase Speed Practice
 See Internet4 classrooms for fluency passages and activities:
http://www.internet4classrooms.com/common_core/read_sufficien
t_accuracy_fluency_support_comprehension_reading_foundation
al_skills_third_3rd_grade_english_language_arts.htm
Writing/Research
W.3.1-Write opinion pieces on topics or texts, supporting a point
of view with reasons.
W.3.1a – Introduce the topic or text they are writing about, state
and opinion, and create an organizational structure that lists
reasons.
W.3.1b-Provide reasons that support the opinion.
W.3.1c- Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion and reasons.
W.3.1d- Provide a concluding statement or section.
Strategies and Skills
Skills
Routine Writing

Forming a text-based opinion

Opinion Writing

Citing evidence to support opinion

Linking Words

Using linking words

Topic Sentence

Including topic sentence and concluding statement

Concluding Statement
Writing Tasks
Strategy

Timed pre-assessment in response to state writing test
sample

Modeled response to text

POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-training-
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

Pre-assessment writing task: Practice Opinion Writing Test
on MIST Portal or Microsoft Word

Post-assessment writing task: Self-reflection on practice
MIST test

Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachme
Shelby County Schools
2015/2016
Page 8 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
Grade 3
LEARNING OUTCOMES
materials/2014ftts-literacy3-5.aspx (Username:
tneducation; password: fastestimproving)
CONTENT & TASKS
nts/tnready_rubric_opinion-argue_gr3.pdf
Learning Targets (I Can…)

Form an opinion based on something I have read.

Use Linking words to connect my opinion to my reasons.

Write my paragraphs always containing a clear topic
sentence.

Writing my paragraphs with a clear concluding statement.
Speaking and Listening
SL.3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL.3.1b- 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.3.1c- Ask questions to check for understanding, stay on
topic, and link comments to others’ remarks.
SL.3.1d- Explain own ideas and understanding in light of the
discussion.
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences
Language
L.3.1- Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.3.1f- Ensure subject-verb and pronoun-antecedent agreement
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
L.3.4d- Use glossaries or dictionaries, both print and digital, to
Strategies and Skills
Skills
Learning Targets (I Can…)

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Homophones and Homographs

Subject-Verb Agreement
Vocabulary

Vocabulary for Explicit Instruction

Spot (to see), put to the test, no longer, in need, compare,
contrast, legend

http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
Strategies

Learning Grammar through Writing

Routine for explicit vocabulary instruction, TNCore K-3
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Homophones and Homographs
Shelby County Schools
2015/2016
Page 9 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
determine or clarify meanings of words or phrases.
L.3.5b- Identify real-life connections between words and their
use.
L.3.6- Acquire and use conversational, general academic, and
domain specific words and phrases.
3rd Nine Weeks
LEARNING OUTCOMES
Yearlong Reading Course, Classes 5, 6 & 7, p. 19
http://tncore.org/Login.aspx?page=training/reading_class/k
-3_instruction

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
Learning Targets (I Can…)

Use context as a clue to the meaning of a word or phrase.

Discuss the multiple meanings of specific words.
Grade 3
CONTENT & TASKS

http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Language Arts

Subject- Verb Agreement
Literacy Station Activities

Vocabulary Station-word sorts, homophone/homograph
booklet, illustrate vocabulary words

Vocabulary in context activity:
https://pals.virginia.edu/pdfs/activities/comprehension/paired
_questions.pdf
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format

Edit writing for errors in grammar and mechanics
Week 2-Lesson 14
Reading Selections:

“Aero and Office Mike” (Lexile 800)

“Kids and Critters: A Nature Newsletter (Lexile 740)
 Survivor Kid: A Practical Guide to Wilderness Survival (Donyall Dickey, Complex Text, RI.3.1)
Big Idea: It can be beneficial to have animals interact with people.
Reading Literature and Informational Text
RI.3.1-Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as a basis for an answer.
RI .3.2- Determine the main idea of a text; recount the key
details and explain how they support the main idea.
Strategies and Skills
Comprehension Skill
Performance Assessments

Author’s Purpose

Journeys Progress Monitoring, Lesson 14

Point of View

Journeys Reader’s Notebook, Lesson 14

Anecdotal evidence from classroom discussions
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
 Journeys Grab-and-Go Assessments, Lesson 14
Shelby County Schools
2015/2016
Page 10 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
RI. 3.6- Distinguish their own point of view from that of the
author of the text.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
Comprehension Strategy

Summarize
CONTENT & TASKS
Performance Task – Optional

Learning Targets (I Can…)

Use text details to determine an author’s purpose for
writing.

Distinguish an author’s point of view (opinion of context).

Summarize important parts of a selection.

Discuss the effect of an author’s choice of words.
Develop a list questions to ask your classmates about one of
the stories we have read. Be sure that your questions can
only be answered by using evidence from the text. See
Donyall Dickey’s Graphic Organizer for RI.3.1 to assist.
Sample MICA Items on RI.3.2 and RI.3.6
https://micatime.com/

Create an exam using Question IDs 44758 and 44750
Text-Dependent Questions

How are dogs’ noses different from human noses? (key
details)

What does the word “fellow” mean on p. 521? (vocabulary)

Judging from the heading on p. 511, what is Aero probably
doing in the photo? (craft and structure, inference)

Do you think the author of Aero and Office Mike thinks it is
beneficial to have animals interact with people? What about
the author or Survivor Kid? Support your opinion with
evidence from the text. (opinion)
Literacy Station Activities

Comprehension station-Write a paragraph explaining the
author’s point of view, use retelling cards to retell the story,
Journeys flip chart, comprehension activity from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Comprehension Part 3, C.023 –Persuade, Inform, and
Entertain Sort
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for an answer.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 11 of 47
Reading
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Answer simple questions about an
illustrated text by marking the
answer in the book with a sticky
note.
Answer questions about an
illustrated text by finding the answer
in a book and marking with a sticky
note.
Answer questions about an
illustrated text by finding the answer
in a book and marking with a sticky
note using a sentence stem to
defend answer.
Answer questions about a text by
finding the answer in a book and
marking with a sticky note. Defend
answer with extended sentences.
Answer questions about a text by
finding the answer in a book and
marking with a sticky note. Defend
answer with multi-sentence
discourse.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF. 3.4a- Read on-level text with purpose and understanding.
RF. 3.4b- Read orally with accuracy, appropriate rate, and
expression.
RF. 3.4c- Use context to confirm or self-correct word recognition
and understanding.
Strategies and Skills
Phonics and Fluency

Vowel + /r/ Sounds

Words with –ar, -or, -are

See TNCore Summer Training Participant Manual, Grade
3, pp. 82-97 for additional information about teaching
vowel + r syllable type and more advanced phonics,
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Accuracy

Fluency: Current goal of 82-107 WCPM with expression and
understanding
http://hickmank12.org/west-virginia-reading-first-explicitphonics-lessons/ -Phonics Skill 8, weeks 1, 2, & 3

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Performance assessments
Learning Targets (I Can…)
Literacy Station Activities

Identify correctly or incorrectly spelled words in context.


Read and spell words with r-controlled vowels.

Read grade level text with fluency, accuracy, expression
and comprehension.
Phonics/word study station-word building with r-controlled
vowels, word sorts with r-controlled vowels, word building
with multi-syllabic words, review activities with phonics skills
not yet mastered

Apply learned phonics and word analysis skills effectively
when reading and writing.

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Florida Center for Reading Research, Student Center
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Phonics Part 3, P.022-Word Stars

See Internet4 classrooms for fluency passages and activities
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 12 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS

Writing/Research
W.3.1a – Introduce the topic or text they are writing about, state
and opinion, and create an organizational structure that lists
reasons
W.3.1b-Provide reasons that support the opinion.
W.3.1c- Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion and reasons.
W.3.1d- Provide a concluding statement or section
Strategies and Skills
Skills
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Routine Writing

Forming a text-based opinion

Opinion Writing

Citing evidence to support opinion

Linking Words

Using linking words

Topic Sentence

Including topic sentence and concluding statement

Concluding Statement
Writing Tasks
Strategy

Timed pre-assessment in response to state writing test
sample

Modeled response to text

Peer editing pre-assessment for clear evidence in text

Self editing pre-assessment and self-reflection

POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-trainingmaterials/2014ftts-literacy3-5.aspx (Username:
tneducation; password: fastestimproving)

Pre-assessment writing task: Practice Opinion Writing Test
on MIST Portal or Microsoft Word

Post-assessment writing task: Self-reflection on practice
MIST test

Use scoring rubric from TNReady
http://www.tennessee.gov/assets/entities/education/attachme
nts/tnready_rubric_opinion-argue_gr3.pdf
Learning Targets (I Can…)

Form an opinion based on something I have read.

Give between 4 to 5 reasons from the text that support
my opinion.

Use linking words to connect my opinion to my reasons.

Write my paragraphs always containing a clear topic
sentence.

Writing my paragraphs with a clear concluding
statement.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 13 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Speaking and Listening
SL.3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL.3.1b- 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.3.1c- Ask questions to check for understanding for
information presented, stay on topic, and link their comments to
others to the remarks of others.
SL.3.1d- Explain own ideas and understanding in light of the
discussion.
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences
Language
L.3.1f- Ensure subject-verb and pronoun-antecedent agreement
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.4b- Determine the meaning of a new word with a known
affix and a known word.
L.3.4d- Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of key words
and phrases.
Strategies and Skills
Skills
Learning Targets (I Can…)

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Dictionary/Glossary

Pronoun-Verb Agreement
Strategy

Learning Grammar through Writing

Editing

Routine for explicit vocabulary instruction, TNCore K-3
Yearlong Reading Course, Classes 5, 6 & 7, p. 19
http://tncore.org/Login.aspx?page=training/reading_class/k
-3_instruction
Vocabulary

Prefixes in-, im-
Vocabulary for Explicit Instruction

Partner, patrol, badge, signal, command, over and over

http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)

Language Arts

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html


https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
Literacy Station Activities
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

Pronoun-Verb Agreement
Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words,
Shelby County Schools
2015/2016
Page 14 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
Learning Targets (I Can…)

Identify the meanings of words by recognizing the
meanings of prefixes.

Discuss the qualities of the pronoun and the verb in a
sentence, when a pronoun is the subject

Identify when pronoun (subject) and verbs agree while
reading.

Ensure that I am using the correct pronoun-verb
agreement when I write.
CONTENT & TASKS
construct/deconstruct words with prefixes
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format
Week 3-Lesson 15
Reading Selections:

“Ramona Quimby,” Age 8 (Lexile Level 790)

“Imagine a recipe” (Lexile Level 710)
 “Moosewood Restaurant” (Lexile Level 850) http://www.readworks.org/passages/moosewood-restaurant
Big Idea: Cooking involves art and science.
Reading Literature and Informational Text
RL. 3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
RI 3.3-Describe the relationship between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence, and cause/effect.
Related Science Standards
GLE 0307.9.2 Investigate different types of mixtures.
Strategies and Skills
Comprehension Skill
Performance Assessments

Understanding Characters

Journeys Progress Monitoring

Formal and Informal Language

Journeys Reader’s Notebook, Lesson 15

Anecdotal evidence from classroom discussions
 Journeys Grab-and-Go Assessments
Comprehension Strategy
 Infer/Predict
Performance Task – Optional

Use a Venn diagram to compare the process Beezus and
Ramona used to create their recipes with the chef’s methods
from “Imagine a Recipe.” See this site for a Venn diagram
template:
https://pals.virginia.edu/pdfs/activities/comprehension/venn_d
iagram.pdf

Discuss how cooking involves making mixtures.
Learning Targets (I Can…)
 Describe a character’s traits, motivations, and feelings and
tell how their actions affected the events in the story.
 Use details to make predictions about a story.
 Describe the steps in a process.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 15 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Text-Dependent Questions

How would you describe Ramona? (key details)

What does the word “squeamish” mean on p. 546?
(vocabulary)

Based on your readings this week, do you think cooking is
more like art or more like science? (opinion)
Literacy Station Activities

Comprehension Station-character analysis graphic organizer
(TE p. T405), write a summary of a passage, write responses
to text-dependent questions, Journeys flip charts,
comprehension activity from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Comprehension Part 1, C.001-Character Characteristics
Writing
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Describe the traits and feelings of
characters from a story using words
or phrases from a word bank with a
partner.
Describe the traits, motivations
and/or feelings of characters from a
story using phrases or simple
sentences from a word bank.
Describe the traits, motivations
and/or feelings of characters from a
story using compound and some
complex sentences with specific
content language using sentence
frames.
Describe the traits, motivations
and/or feelings of characters from a
story using a variety of complex
sentences with specific and some
technical content-area language
using sentence frames.
Describe the traits, motivations
and/or feelings of characters from a
story using compound, complex
phrases, clauses and sentences
with technical and abstract contentarea language.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF. 3.4a- Read on-level text with purpose and understanding.
RF. 3.4b- Read orally with accuracy, appropriate rate, and
expression.
Strategies and Skills
 Vowel + /r/ Sound in nurse
Phonics and fluency

 See TNCore Summer Training Participant Manual, Grade 3, 
pp. 82-97 for additional information about teaching vowel + r 
syllable type and more advanced phonics,
http://tncore.org/english_language_arts/instructional_resourc
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Words with –er, -ir, -ur, -or
Expression
Fluency: Current goal of 82-107 WCPM with expression and
understanding
Shelby County Schools
2015/2016
Page 16 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
es/k-3/ela_k-3_training.aspx , click on “Participant Manual”
CONTENT & TASKS
Performance assessments
 http://hickmank12.org/west-virginia-reading-first-explicitphonics-lessons/ Skill 8, weeks 1, 2, & 3

Learning Targets (I Can…)
 Oral reading fluency checks/running records
Literacy Station Activities
 Identify correctly or incorrectly spelled words in context.
 Read and spell words with –er, -ir, -ur, -or.
 Read with fluency from a variety of texts (poetry, drama,
current events, and novels).
 Read grade level text with fluency, accuracy, expression and
comprehension.
 Apply phonics and word analysis skills effectively when
reading and writing.
Writing/Research
W.3.2-Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Grade 3
Use of learned phonics patterns to decode unfamiliar words

Phonics/word study station-word building with r-controlled
vowels, word sorts with r-controlled vowels, word building
with multi-syllabic words, review activities with phonics skills
not yet mastered

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Florida Center for Reading Research, Student Center
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Phonics Part 3, P.023- “R” Caterpillars and Fluency Part
3 F.015-Phrase Progression


See Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Strategies and Skills
Skills
Routine Writing
 Informative/Explanatory Writing
 Using linking words
 Linking Words
 Including topic sentence and concluding statement
 Writing to explain or inform
 Topic Sentence
 Concluding Statement
Writing Tasks

Strategy
 Modeled response to text
 Peer editing for clear evidence in text
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
You have read two stories about cooking. Write an essay in
which you compare and contrast the methods Ramona and
Beezus used to develop their recipes with the methods used
by professional chefs. Remember to cite evidence from both
texts to create your key points.
Shelby County Schools
2015/2016
Page 17 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
 Self editing and self-reflection
Grade 3
CONTENT & TASKS

 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachme
nts/tnready_rubric_info-expl_gr3.pdf
Learning Targets (I Can…)
Sample MICA Item
https://micatime.com/
 Write to explain or inform.

Create an assessment using Question ID: 44004
 Use Linking words to connect my key points.
 Write my paragraphs always containing a clear topic
sentence.
 Writing my paragraphs with a clear concluding statement.
Speaking and Listening
SL.3.1d- Explain own ideas and understanding in light of the
discussion.
SL.3.3- Ask and answer questions about information from a
speaker, offering elaboration and detail.
SL.3.4- Report on a topic or text, tell a story, or recount an
experience/speak clearly at an understandable pace.
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences
Learning Targets (I Can…)
Language
L.3.1e- Form and use the simple (e.g., I walked, I walk, I will
walk (verb tenses)
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.3b- Recognize and observe differences between the

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Strategies and Skills
Skills

Synonyms (shades of meaning)

Simple Verb Tenses
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Vocabulary

Using a Thesaurus
Vocabulary for Explicit Instruction

Still, cross, at stake, sop, skittish
Shelby County Schools
2015/2016
Page 18 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
conventions of spoken and written standard English.
L.3.4d- Use glossaries or dictionaries, both print and digital, to
determine or clarify meanings of words or phrases.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
Strategy

Learning Grammar through Writing

Editing

Routine for explicit vocabulary instruction, TNCore K-3
Yearlong Reading Course, Classes 5, 6 & 7, p. 19
http://tncore.org/Login.aspx?page=training/reading_class/k
-3_instruction
CONTENT & TASKS


http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Language Arts

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html


https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
Literacy Station Activities

Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words, vocabulary activities
from the Florida Center for Reading Research
http://www.fcrr.org/curriculum/studentCenterActivities23.shtm
Vocabulary Part 4, V.021-Word Wake-Up

Activity for synonyms:
http://www.bbc.co.uk/bitesize/ks1/literacy/similar_meanings/p
lay/
Learning Targets (I Can…)

Locate an entry in a thesaurus and select synonyms.

Use synonyms in writing to enhance text.

Explain the differences between the simple verb tenses.

Ensure that I am writing with a consistent verb tense.

Discuss how an author’s use of informal language
contributes to the development of a character
Simple Verb Tenses (past, present, future)
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format
Week 4—Lesson 16
Reading Selections:
 “Judy Moody Saves the World!” (Lexile level 510)
 “My Smelly Pet” (Lexile Level 620)
 “Trouble in the Amazon” (Lexile Level 800) http://www.readworks.org/passages/trouble-amazon
Big Idea: Caring for the environment is important.
Reading Literature and Informational Text
RL.3.2- Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson,
Strategies and Skills
Comprehension Skill
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Performance Assessments
 Journeys Grab-and-Go Assessments, Lesson 16
Shelby County Schools
2015/2016
Page 19 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
or moral and explain how it is conveyed through key details in
the text.
RL.3.5- Refer to parts of stories, dramas, and poems /describe
how each part builds on earlier sections.
RL.3.9- Compare and contrast themes, settings, and plots of
stories written by the same author about the same or similar
characters (e.g., in books in a series).
RI.3.2-Determine the main idea of a text; recount the key details
and explain how they support the main idea.
LEARNING OUTCOMES
Related Science Standard
GLE 0307.7.4 Design a simple investigation to demonstrate
how earth materials can be conserved or recycled.
Grade 3
CONTENT & TASKS

Story Structure

Journeys Progress Monitoring, Lesson 16

Theme (literature)

Journeys Reader’s Notebook, Lesson 16

Main Idea (informational text)

Anecdotal evidence from classroom discussions
Comprehension Strategy
Performance Task – Optional


Monitor/Clarify
Learning Targets (I Can…)
Compare Texts-Text to Text (p.49, SE) - The two “Judy
Moody” stories are written by the same author about the
same character. With a partner, discuss the characters, the
setting, the plot, and the theme of each story. Then list three
similarities and three differences.

Analyze story structure.

Use text details to identify the theme of a story.

Explore an author’s series of books about a character.
Text-Dependent Questions

Describe traits of characters in reference to events in a
story.


Make predictions about upcoming events in the story
using context clues.



After reading the article “Trouble in the Amazon,” name one
way in which trees are helpful to people. (key details)
Judy has a cat named “Mouse” and a brother named “Stink.”
Why do you think the author chose these names? (author’s
purpose)
On p. 22 (SE) the word “you’re” is in italics. Why do you think
the author did that? (author’s purpose)
You have read two stories about Judy Moody. Based on
what you have read, what type of stories do you think this
author likes to write? (opinion, intertextual connections)
Literacy Station Activities
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

Comprehension Station-story structure graphic organizer,
write a summary of an event, compare and contrast
information from two texts, Journeys flip charts,
comprehension activities from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Comprehension Part 1, C.003-Story Line-up and
Comprehension Part 2, C.013-Keys to the Main Idea

Graphic organizers activity:
https://pals.virginia.edu/pdfs/activities/comprehension/comp_
graphic_organizers.pdf
Shelby County Schools
2015/2016
Page 20 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Reading
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RL.3.9- Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books in a series).
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Match illustrations, key words or
phrases that describe themes,
settings and plots of stories to other
stories written by the same author
that have been retold or read aloud
with a partner.
Categorize phrases or short
sentences that describe themes,
settings and plots of stories,
according to which book or books
by a particular author they describe.
Categorize short and expanded
sentences with specific content
language that describe themes,
settings and plots of stories,
according to which book by a
particular author they describe.
Compare and contrast complex
sentences with specific and
technical terms that describe
themes, settings and plots of stories
written by the same author that
have been retold or read aloud with
a partner using graphic organizers.
Compare and contrast multiple
complex sentences with specific
and technical terms that describe
themes, settings and plots of stories
to other stories written by
the same author that have been
retold or read aloud with a partner
using graphic organizers.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF.3.3c- Decode multi-syllable words.
RF.3.4a- Read on-level text with purpose and understanding.
Strategies and Skills
Phonics and fluency

Vowel + /r/ Sounds in air and fear

Word with: air, ear,

Strategies for teaching vowel + r syllable types:

Intonation

See TNCore Summer Training Participant Manual, Grade
3, pp. 82-97 for additional information about teaching
vowel + r syllable type and more advanced phonics,
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Performance assessments

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records
Learning Targets (I Can…)

Read and spell words with r-controlled vowels.
Literacy Station Activities

Read words and sentences to improve fluency.


Read with fluency from a variety of texts (poetry, drama,
current events, and novels).

Read grade level text with fluency, accuracy, expression
and comprehension.
Phonics/word study station-word building with r-controlled
vowels, word sorts with r-controlled vowels, word building
with multi-syllabic words, review activities with phonics skills
not yet mastered

Fluency station (optional)-timed reading to practice pace and
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 21 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES

Read text with intonation knowing when to make voice rise
and fall.
Grade 3
CONTENT & TASKS
expression, performance reading



Writing/Research
W.3.2-Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Strategies and Skills
Skills
See Florida Center for Reading Research, Student Center
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Fluency Part 3, F.016-Chunk-King
See Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Routine Writing

Writing to explain or inform

Informative/Explanatory Writing

Citing evidence to support key points

Linking Words

Using linking words

Topic Sentence

Including topic sentence and concluding statement
 Concluding Statement
Strategy
Writing Tasks
 Modeled response to text

In “Judy Moody Saves the World,” Judy Moody reduces the
use of rain forest products. Write a paper explaining why this
is a good thing to do. Use details from the story in your text
and the article “Trouble in the Amazon” to support your key
details.

Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachm
ents/tnready_rubric_info-expl_gr3.pdf
 Peer editing for clear evidence in text
 Self editing and self-reflection
 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx
Learning Targets (I Can…)
 Write to explain or inform.
 Use Linking words to connect my key points.
 Write my paragraphs always containing a clear topic
sentence.
 Writing my paragraphs with a clear concluding statement.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 22 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Speaking and Listening
SL .3.3- Ask and answer questions about information from a
speaker, offering elaboration and detail.
SL .3.4- Report on a topic or text, tell a story, or recount an
experience/speak clearly at an understandable pace.
Grade 3
CONTENT & TASKS
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences
Learning Targets (I Can…)
Language
L.3.1- Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L3.4a- Use sentence-level context as a clue to the meaning of a
word or phrase.

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Strategies and Skills
Skills
Vocabulary

Context Clues

Context Clues

Literal and Nonliteral Meanings
Vocabulary for Direct Instruction

Adjectives and Articles

Strategy
Literacy Station Activities

Learning Grammar through Writing

Editing

Routine for explicit vocabulary instruction, TNCore K-3
Yearlong Reading Course, Classes 5, 6 & 7, p. 19
http://tncore.org/Login.aspx?page=training/reading_class/k
-3_instruction


https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html


https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Recycle, fink, jitterbugs, double cool, sloth, tree hater, Open
Sesame, beeswax

Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words
Activities for context clues:
http://www.internet4classrooms.com/common_core/determin
e_clarify_meaning_unknown_multiple_meaning_word_langu
age_third_3rd_grade_english_language_arts.htm
https://pals.virginia.edu/pdfs/activities/comprehension/paired
_questions.pdf
Shelby County Schools
2015/2016
Page 23 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Learning Targets (I Can…)
Language Arts

Use context clues to understand the meanings of unknown
words


Determine the literal or nonliteral meanings of words and
phrases in a text
Performance Assessments

Discuss the qualities of an adjective and an article

Identify adjectives and articles while reading

Ensure that I adding detail and accuracy to my writing
through using adjectives and articles

Edit writing for capitalization errors and spelling errors.
Adjectives and Articles

Teacher observation

Teacher-made or district common assessments in testing
format
Week 5—Lesson 17
Reading Selections:


“The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands” (Lexile Level 720)
“Finding Fossils for Fun” (Lexile Level 490)
 “Fossils & Dinosaurs - Fossils” (Lexile Level 680) http://www.readworks.org/passages/fossils-dinosaurs-fossils
Big Idea: Fossils tell us about animals that lived long ago.
Reading Literature and Informational Text
RI .3.2-Determine the main idea of a text; recount the key
details and explain how they support the main idea.
RI.3.6- Distinguish their own point of view from that of the
author of a text.
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).
Strategies and Skills
Comprehension Skill
Performance Assessments

Conclusions

Journeys Progress Monitoring, Lesson 17

Point of View

Journeys Reader’s Notebook, Lesson 17

Anecdotal evidence from classroom discussions
Comprehension Strategy

Visualize
Performance Task – Optional

Learning Targets (I Can…)
Related Science Standards
GLE 0307.5.2 Classify organisms as thriving, threatened,
endangered, or extinct.
 Journeys Grab-and-Go Assessments, Lesson 17

Use evidence from text to draw conclusions.

Distinguish my point of view from the author’s.

Interpret information in photos, captions, and charts.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
The author of “The Albertosaurus Mystery: Phillip Currie’s
Hunt in the Badlands,” describes how hard Phillip Currie
worked to find Barnum Brown’s bone bed. This indicates that
her point of view is that Currie is determined. Is your point of
view the same? Why or why not? Write a paragraph or
deliver a short speech explaining your point of view and
Shelby County Schools
2015/2016
Page 24 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES

Grade 3
CONTENT & TASKS
telling why it is the same as or different from the author’s.
Compare facts from multiple texts.
Text-Dependent Questions



What does the illustration on p. 67 tell you about the relative
sizes of T-Rex, Albertosaurus, and man? (key details)
All three texts this week use the word “remains.” What does
the word mean in all of them? (vocabulary, intertextual
connections)
Did modern science methods make it possible for Phillip
Currie to propose scientific theories that Barnum Brown was
not able to propose? Cite evidence from the text to support
your opinion. (opinion)
Literacy Station Activities



Comprehension Station-drawing conclusions graphic
organizer, write a summary of an event, compare and
contrast information from two texts, Journeys flip charts
Activities for visualizing:
http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.as
px?id=000003
Information hunt:
https://pals.virginia.edu/pdfs/activities/comprehension/inform
ation_hunt.pdf
Reading
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RI.3.6- Distinguish their own point of view from that of the author of a text.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Sort illustrated written statements
by the author into “agree” or
“disagree” on a T-Chart.
Sort written statements by the
author into “agree” or “disagree” on
a T-Chart.
Identify statements about what the
author believes (in a text at your
independent reading level) and
identify beliefs you agree with.
Identify statements about what the
author believes (in a text at your
independent reading level) and
identify beliefs you agree with and
categorize evidence to show
expanded, related ideas.
Draw conclusions about what the
author believes (in a text at your
independent reading level) and
identify beliefs you agree with,
using the categorized evidence to
show expanded, related ideas.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 25 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF.3.3c- Decode multisyllable words.
RF.3.4a- Read on-level text with purpose and understanding.
Strategies and Skills
Phonics and fluency

Words with /j/ and /s/ sounds

Words with /j/ and /s/

See TNCore Summer Training Participant Manual, Grade
3, pp. 82-97 for additional information about teaching
syllable types and more advanced phonics,
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Stress
Performance assessments

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Learning Targets (I Can…)

Read and spell words with /j/ and /s/ sounds.

Use knowledge of syllable patterns to read unfamiliar
words.

Read words with appropriate stress to improve fluency.

Read with fluency from a variety of texts (poetry, drama,
current events, and novels).

Read grade level text with fluency, accuracy, expression
and comprehension.
Literacy Station Activities

Phonics/word study station-word building with /j/ ad /s/ words,
word sorts with /j/ and /s/ words, word building with multisyllabic words, review activities with phonics skills not yet
mastered

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Florida Center for Reading Research, Student Center
Activities, Phonics Part 3, P.013-Giraffes, Goats, and
Centipedes
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
mSee Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m



Writing/Research
W.3.1-Write opinion pieces on topics or texts, supporting
Strategies and Skills
Skills
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Routine Writing

Forming a text-based response
Shelby County Schools
2015/2016
Page 26 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
a point of view with reasons.
a. Introduce the topic or text they are writing about, state and
opinion, and create an organizational structure that lists
reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
W.3.2-Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Speaking and Listening
SL .3.1a- Come to discussions prepared having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL .3.1b- 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. 3.1d- Explain own ideas and understanding in light of the
Grade 3
CONTENT & TASKS

Opinion and Informative/Explanatory Writing

Citing evidence to support ideas and opinions

Linking Words

Using linking words

Topic Sentence

Including topic sentence and concluding statement

Concluding Statement
Writing Tasks
Strategy

Timed practice tests in response to state writing test
samples

Peer editing for clear evidence in text

Self editing and self-reflection

POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx

Final opportunities to practice informative/explanatory and
opinion writing in MIST

Use scoring rubrics for TNReady:
http://www.tennessee.gov/assets/entities/education/attachm
ents/tnready_rubric_opinion-argue_gr3.pdf
Learning Targets (I Can…)

Organize my paper with an introduction, body, and
conclusion

Cite evidence from the texts to support my opinion and/or
key points

Use Linking words to connect my ideas

Edit for language and conventions
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences
Learning Targets (I Can…)
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 27 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
discussion.
Language
L.3.1- Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.3.1g- Form and use comparative and superlative adjectives
and adverbs, and choose between them depending on what is
being modified
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
L.3.4b- Determines the meaning of a new word with a known
affix and a known word.
L.3.4c- Use a known root word as a clue to the meaning of an
unknown word with the same root.

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.
Strategies and Skills
Skills

Grade 3
CONTENT & TASKS
Vocabulary

Suffix –ly
Words with the suffix –ly
 Comparative Adjectives
Strategy

Learning Grammar through Writing

Routine for explicit vocabulary instruction, TNCore K-3
Yearlong Reading Course, Classes 5, 6 & 7, p. 19
http://tncore.org/Login.aspx?page=training/reading_class/k
-3_instruction

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
Learning Targets (I Can…)
Vocabulary for Explicit Instruction



Almost, remains, needle in a haystack, except, ever, soon,
however, at least, rediscovered, yet, so (Readworks
passage)
http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Literacy Station Activities


Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words
Activity that includes the suffix –ly,
http://www.oswego.org/ocsdweb/match/dragflip.asp?filename=kderittesuffix

Identify, create, and use words with –ly.

Use context as a clue to the meaning of a word or phrase.

Explain how to use comparative adjectives to compare the
degrees to which two things are related.

Explain when to use “more” and the suffix “-er” based on
the base word’s syllable.


Use comparative adjectives correctly when writing.
Performance Assessments
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Language Arts
Comparative Adjectives

Teacher observation

Teacher-made or district common assessments in testing
Shelby County Schools
2015/2016
Page 28 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
format
Week 6 (Unit 4 Extended Reading)
Reading Selection:
 Boy, Were We Wrong About Dinosaurs! (Journeys Supplemental Trade Book, pp. T472-T480) (Lexile: 900)
 “Dinosaurs Among Us” (Lexile Level 710) http://go.galegroup.com/ps/i.do?id=GALE|A172686618&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=c4ce19cb44950514fb7aaad82a3
Big Idea: New discoveries cause us to change our ideas about dinosaurs.
Reading Literature and Informational Text
RI.3.3- Describe the relationship between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence, and cause/effect.
RI.3.8- Describe the logical connection between particular
sentences and paragraphs in a text (e.g. comparison,
cause/effect, first/second/third in a sequence).
Strategies and Skills
Comprehension Skill
Performance Assessments

Anecdotal evidence from classroom discussions


Written responses to text-dependent questions
Describing relationships (compare/contrast)
Comprehension Strategy
Performance Task – Optional


Questioning
Create a Venn diagram comparing and contrasting old ideas
about dinosaurs with current thinking.
Learning Targets (I Can…)
Related Science Standards
GLE 0307.5.2 Classify organisms as thriving, threatened,
endangered, or extinct.

Create mental pictures to assist with comprehension.

Identify and describe the sequence of events in a story.

Discuss how events must happen in sequential order to
make sense.

Use questioning to analyze a text and show deeper
comprehension.

Use the parts of a book when reading an extended text.
Sample MICA Items on RI.3.3 and RI.3.8
https://micatime.com/

Text-Dependent Questions



Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Create an assessment using Question IDs 43330 and 43374
How has scientific thinking about the tail of the dinosaur
changed? (key details)
What phrase did the author repeat throughout the book, and
how does this repetition emphasize the main idea of the
book? (author’s purpose)
What does the author mean on p. 4 when she says, “…our
own past guesses about dinosaurs were just as wrong as
those of ancient China?” How does the illustration support
the text on p. 4? (author’s purpose)
Shelby County Schools
2015/2016
Page 29 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS

How did the author use old Chinese ideas to link the
beginning of the text to the end of the text, and why do you
think she did this? (author’s purpose, opinion)
Literacy Station Activities



Comprehension Station- write a summary of an event,
compare and contrast information from two texts, Journeys
flip charts
Activities on compare/contrast:
http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.as
px?id=000005
Information hunt:
https://pals.virginia.edu/pdfs/activities/comprehension/inform
ation_hunt.pdf
Reading
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence).
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Pair illustrated features or
photographs of places or objects
with icons in informational texts with
a peer or a teacher.
Connect illustrated features or
photographs with descriptive words
or phrases in informational text with
a teacher or a peer.
Compare/contrast illustrated
features of places or objects using
graphic organizers and phrases or
short sentences in informational text
working with a partner
Categorize illustrated features of
places or objects using graphic
organizers or sentences in
informational text with a small group
Summarize features of places or
objects from multiple compound
sentences in informational text
using graphic organizers.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF. 3.4a- Read on-level text with purpose and understanding.
RF. 3.4b- Read orally with accuracy, appropriate rate, and
expression.
Strategies and Skills
Phonics and fluency

Compound words

Compound Words

Istation lessons on compound words:

Self-Correct

https://secure.istation.com/TeacherResource/Resource/21
305?pk=EN&sterm=Phonics (must log in from the Istation

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 30 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
RF. 3.4c- Use context to confirm or self-correct word recognition
and understanding.
Grade 3
LEARNING OUTCOMES
site for the link to work)
CONTENT & TASKS
Literacy Station Activities
Learning Targets (I Can…)

Read and spell compound words.

Use compound words correctly in writing.

Define compound words within text.

Read with fluency from a variety of texts (poetry, drama,
current events, and novels).

Read grade level text with fluency, accuracy, expression
and comprehension.

Phonics/word study station-word building with compound
words, word sorts with compound words, word building with
multi-syllabic words, review activities with phonics skills not
yet mastered, Journeys flip chart

Fluency station (optional)-timed reading to practice pace and
expression, performance reading
See Florida Center for Reading Research, Student Center
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Phonics Part 5, P.037-Compound Concentration; Fluency
Part 3, F.017-Chunk-a-Lot

See Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Performance assessments
Writing/Research
W.3.1-Write opinion pieces on topics or texts, supporting
a point of view with reasons.
a. Introduce the topic or text they are writing about, state and
opinion, and create an organizational structure that lists
reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records
Strategies and Skills
Skills
TNReady testing begins
 Opinion writing
 Synthesizing from multiple sources
 POW + TREELL mnemonic and graphic organizer
http://tncore.org/training/2014fall-trainingmaterials/2014ftts-literacy3-5.aspx (Username:
tneducation; password: fastestimproving)
Routine Writing
Strategy

Taking notes
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.


Take notes from reading
Summarize information from a variety of texts
Writing Tasks (Choose one)

You have read several texts about fossils and dinosaurs over
the past two weeks. Write a paper in which you tell whether
you think it is important for scientists to keep looking for
Shelby County Schools
2015/2016
Page 31 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
W.3.7 - Conduct short research projects that build knowledge
about a topic.
W.3.8 - Recall information from experiences or gather
information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES

CONTENT & TASKS
fossils of prehistoric animals. Cite evidence from the texts
you have read to support your opinion. Be prepared to
present your opinion orally to the class.
Citing evidence
Learning Targets (I Can…)

Write to state an opinion.

Cite evidence from a variety of texts.

Organize my paper with an introduction, body, and
conclusion.
Or


Some of the articles you read indicated that dinosaurs might
still be alive. Do you believe this? Cite evidence from the
texts to support your opinion.
Use scoring rubric from TNReady
http://www.tennessee.gov/assets/entities/education/attachme
nts/tnready_rubric_opinion-argue_gr3.pdf
Speaking and Listening
SL .3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL. 3.1b- 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. 3.1c- asks questions to check for understanding, stay on
topic, and link comments to others’ remarks.
SL. 3.1d- Explain own ideas and understanding in light of the
discussion.
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences

Oral report on opinion paper about fossils and dinosaurs
Language
L.3.1c- Use abstract nouns (e.g., childhood)
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
L.3.4b- Determines the meaning of a new word with a known
affix and a known word.
L.3.4c- Use a known root word as a clue to the meaning of an
Strategies and Skills
Skills
Learning Targets (I Can…)

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Suffixes

Contractions
Vocabulary

Vocabulary for Explicit Instruction

Strategy

Learning grammar through writing

Editing writing for errors in conventions.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Suffix –er, -est


Enormous, ancient, waddle, clumsily, tendons, bask, comet,
asteroid, acid rain, tertiary, cretaceous
http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachShelby County Schools
2015/2016
Page 32 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
unknown word with the same root.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html
CONTENT & TASKS
and-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Literacy Station Activities

Learning Targets (I Can…)

Use context as a clue to the meaning of a word or phrase.

Define and create words using the suffixes –er,
-est.

Recognize the meaning of the changes a suffix makes to a
word.

Find base words in multi-syllable words.

Recognize and use multi-syllable words with the same
base.

Discuss how to write contractions.

Identify contractions while reading.

Ensure that I am using contractions correctly when I write.
Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words, vocabulary activities
from the Florida Center for Reading Research
http://www.fcrr.org/curriculum/studentCenterActivities23.shtm
V.10-Affix Match
Language Arts

Contractions
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format

Use of contractions in writing

Pre and Post-Assessment: Teacher-made or district
assessments in a test-like format
Week 7 –Extended Text
Reading Selection (for the next three weeks)
 The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 1 & 2
Big Idea: It is important to take responsibility for your own actions.
Reading Literature and Informational Text
RL 3.2 Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in
the text.
RL. 3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
Strategies and Skills
Comprehension Skill
Performance Assessments

Anecdotal evidence from classroom discussions





Written responses to text-dependent questions

Character chart or plot diagram
Structure of a novel
Story elements (plot, character, setting, point of view)
Theme
Literal and Nonliteral Language
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Performance Task

Close reading of pages 1-10 from The Stories Julian Tells
Shelby County Schools
2015/2016
Page 33 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
RL.3.4-Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral language.
RL 3.6 Distinguish their own point of view from that of the
narrator or those of the characters.
Related Science Standards
GLE 0307.9.1 Design a simple experiment to determine how
the physical properties of matter can change over time and
under different conditions.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
Comprehension Strategy

Summarize
Learning Targets (I Can…)






Provide a recounting of key plot details in a text.
Describe how all the parts of a story fit together.
Analyze character traits of specific characters.
Demonstrate the ability to determine the literal and
nonliteral meanings of words and phrases as they are
used in a text.
Provide explicit references to the text as the basis for the
answers.
Annotate text while I am reading.
CONTENT & TASKS
Sample MICA Item for RL.3.4
https://micatime.com/

Create an assessment using Question ID 44460
Text-Dependent Questions
 See SCS Close Reading Lesson for Chapter 1
 On p. 23, Julian said, “I was thinking of going someplace
else.” Why did he say that? (key details)
 Why did the author italicize the word “ordinary” on p. 19?
(author’s purpose)
 Why do you think Julian and Huey’s father told Huey that
catalog cats are invisible? (opinion)
 How does whipping change the eggs? (inference)
Literacy Station Activities


Comprehension Station-Venn diagram comparing and
contrasting characters or events, illustrate the text, write a
summary of a passage, comprehension activity from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Comprehension Part I, C.002 –Narrative Text Structure
Activities for summarizing
http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.as
px?id=000002
Additional Resources
 See SCS elementary literacy website for a PDF file of the
text and other supporting documents: (password:
readandwrite)
 http://scsliteracy.weebly.com/
 Unit plan using The Stories Julian Tells
http://www.louisianabelieves.com/docs/defaultsource/teacher-toolbox-resources/unit-plan---ela---grade-3sample---the-stories-julian-tells.pdf?sfvrsn=2
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 34 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Listening
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Point to pictures that define words in
a story when listening to a teacher
or peer say the word.
Draw an illustration of a word or
phrase in text in response to a
teacher’s oral description of the
word’s meaning.
Match nonliteral and literal language
in a text read aloud to illustrations,
using sentence level context to
determine meaning.
Identify nonliteral and literal
language in a text read aloud using
paragraph level context to
determine meaning.
Interpret nonliteral and literal
language in a text read aloud, using
paragraph level context to
determine meaning.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF. 3.4a- Read on-level text with purpose and understanding.
RF. 3.4b- Read orally with accuracy, appropriate rate, and
expression.
RF. 3.4c- Use context to confirm or self-correct word recognition
and understanding.
Strategies and Skills
Phonics and fluency

Inflectional suffixes

Words with –ed and –ing (inflectional endings)

Different sounds of –ed

Dialogue

See TNCore Summer Training Participant Manual, Grade
3, pp. 121-124 for additional information about teaching
the sounds of –ed
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Learning Targets (I Can…)

Read and spell words with –ed and -ing.

Define and use words with –ed and -ing correctly in
writing.
Performance assessments

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Fluency: Current goal of 61-81 WCPM with expression and
understanding
Literacy Station Activities

Phonics/word study station-word building with inflectional
endings, word sorts with inflectional endings, word building
with multi-syllabic words, review activities with phonics skills
not yet mastered

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Florida Center for Reading Research, Student Center
Learning Targets (I Can…)

Read and spell words with vowels sounds in spoon and
wood.

Read with fluency from a variety of texts (poetry, drama,
current events, and novels).
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 35 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES

Grade 3
CONTENT & TASKS
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Phonics Part 5, P.039-Covering the Bases and/or P.040Parting Words
Read grade level text with fluency, accuracy, expression
and comprehension.

Writing/Research
W.3.2- Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.3.2a- Introduce the topic or group related information
together, including illustrations when useful to aiding
comprehension.
W.3.2b- Develop a topic with facts, definitions, and details
W.3.2c- Use linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories of
information.
W.3.2d- Provide a concluding statement or section.
Strategies and Skills
TNReady testing continues


Routine Writing
Writing to learn
Informative/explanatory writing
Skills


Strategy






Take notes when reading or annotate the text

Complete a story sequence chart or character map while
reading an extended text.
Note-taking
Annotating
Summarizing
POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx
Learning Targets (I Can…)
Speaking and Listening
SL. 3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
See Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Take notes when I read.
Write a summary of a text or part of a text.
Organize my paper in a logical fashion./
Writing Tasks
Analysis
 Write a paper summarizing the key events in the passage
selected for the close reading. Take care to describe how
the actions of each character contributed to the sequence of
events. (See SCS Close Reading Lesson,
www.scselementaryliteracy.weebly.com, for additional
information.)
 Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachm
ents/tnready_rubric_info-expl_gr3.pdf
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun

Speaking in complete sentences

Oral reports
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 36 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
SL. 3.1b- 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. 3.3- Asks and answer questions about information from a
speaker, offering elaboration and detail.
SL .3.6- Speak in complete sentences to provide detail or
clarification.
Language
L.3.1a- Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions in
particular sentences.
L.3.1 e-Form and use the simple (e.g., I walked; I walk;
I will walk) verb tenses.
L.3.2 - Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
L.3.2e- Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
table_Talk_Academic_Discussion.pdf
CONTENT & TASKS
Learning Targets (I Can…)

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Prepare and present oral reports.
Strategies and Skills
Skills
Vocabulary

Multiple-Meaning Words

Multiple-Meaning words

Review: common and proper nouns, simple verb tenses
Vocabulary for Explicit Instruction

Spelling: words with -ed

Strategy

Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html


Window-panes, yolks, raft, guarded, loosened, craters,
catalog, ordinary, specially, backbone, quiver, request,
varieties, invisible
http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Literacy Station Activities
Learning Targets (I Can…)

Use context as a clue to the meaning of a word or phrase.

Use multiple-meaning words correctly in writing.

Identify common and proper noun while reading

Revise writing to change common nouns to proper nouns
to make writing more exact.

Correctly spell words with the –ed suffix
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words, vocabulary activities
from the Florida Center for Reading Research
http://www.fcrr.org/curriculum/studentCenterActivities23.shtm
Vocabulary Part 5, V.032-Multiple Meaning Match

Vocabulary station activity:
https://pals.virginia.edu/pdfs/activities/comprehension/brainst
orm_reflect_reform.pdf
Shelby County Schools
2015/2016
Page 37 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
Language Arts

Common Nouns

Proper Nouns

Capitalizing Proper Nouns and Titles
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format
Week 8 – Extended Text
Reading Selection:
 The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 3 & 4
 Grow Your Own Carrots (Donyall Dickey, Complex Text RI. 3.3)
Big Idea: It is important to take responsibility for your own actions.
Reading Literature and Informational Text
RL 3.2 Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in
the text.
RL. 3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
RL.3.4-Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral language.
RL 3.6 Distinguish their own point of view from that of the
narrator or those of the characters.
RI.3.3-Describe the relationship between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence, and cause/effect
Strategies and Skills
Comprehension Skill
Performance Assessments

Anecdotal evidence from classroom discussions





Written responses to text-dependent questions

Continue with character chart and/or story map
Structure of a novel
Story elements (plot, character, setting, point of view)
Theme
Literal and Nonliteral Language
Comprehension Strategy

Summarize

Character analysis-Donyall Dickey’s graphic organizer for
RL.3.3
Learning Targets (I Can…)
 Determine a cause and effect relationship.
 Recognize cause and effect relationships within context.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Performance Task

Discuss how Julian grows in his understanding of
responsibility during chapter 4 and explain why the fact that
Julian is the narrator of the story helps you know this.
Or
 Compare the process Julian and Huey used to plant and
grow their garden with the steps described in Grow Your
Own Carrots.
Text-Dependent Questions
 How long did it take the boys to plant their garden? (key
Shelby County Schools
2015/2016
Page 38 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Grade 3
CONTENT & TASKS
 Cite evidence from the text to support my key points.
 Make predictions about upcoming events in the story using
context clues.



details)
Why did Julian eat the leaves from the fig tree? (key details)
When Julian says, “The seeds were dreaming…” do you
think he really meant it? If not, why do you think the author
used that phrase? (author’s purpose)
Why do you think the author had the narrator (Julian) repeat
the phrase about the fig tree not saying a word? (opinion)
Literacy Station Activities

Comprehension Station-Venn diagram comparing and
contrasting characters or events, illustrate the text, write a
summary of a passage, comprehension activities from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Comprehension Part 1 C.005-Story Element Sort
Additional Resources
 See SCS elementary literacy website for a PDF file of the
text and other supporting documents:
http://scsliteracy.weebly.com/
 Unit plan using The Stories Julian Tells
http://www.louisianabelieves.com/docs/defaultsource/teacher-toolbox-resources/unit-plan---ela---grade-3sample---the-stories-julian-tells.pdf?sfvrsn=2
Reading
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Sort illustrated written statements by
a character into “agree” or
“disagree” on a T-Chart with a
partner.
Sort written statements by a
character into “agree” or “disagree”
on a T-Chart with a partner.
Identify statements about what a
character believes (in a book at your
independent reading level) and
identify beliefs you agree with, using
a teacher model from another text.
Identify statements about what a
character believes (in a book at your
independent reading level) and
identify beliefs you agree with and
categorize evidence to show
expanded related ideas.
Draw conclusions about what a
character believes (in a book at your
independent reading level) using
categorized evidence to show
expanded related ideas.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 39 of 47
English Language Arts
3rd Nine Weeks
Grade 3
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF. 3.4a- Read on-level text with purpose and understanding.
RF. 3.4b- Read orally with accuracy, appropriate rate, and
expression.
RF. 3.4c- Use context to confirm or self-correct word recognition
and understanding.
Strategies and Skills
Phonics and fluency

Different sounds of –ed

Words with endings –ed and -ing

See TNCore Summer Training Participant Manual, Grade
3, pp. 121-124 for additional information about teaching
the sounds of –ed
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Expression

Fluency: Current goal of 82-107 WCPM with expression and
understanding
Learning Targets (I Can…)
Writing/Research
W.3.2a- Introduce the topic or group related information
together, including illustrations when useful to aiding
comprehension.
W.3.2b- Develop a topic with facts, definitions, and details
W.3.2c- Use linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories of
information.
CONTENT & TASKS

Read and spell words with –ed and -ing.

Define and use words with –ed and -ing correctly in
writing.

Read with fluency from a variety of texts (poetry, drama,
current events, and novels).

Read grade level text with fluency, accuracy, expression
and comprehension.
Performance assessments

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records
Literacy Station Activities

Phonics/word study station-word building with inflectional
endings, word sorts with inflectional endings, word building
with multi-syllabic words, review activities with phonics skills
not yet mastered

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Internet4 classrooms for fluency passages and activities
http://www.internet4classrooms.com/common_core/read_suff
icient_accuracy_fluency_support_comprehension_reading_fo
undational_skills_third_3rd_grade_english_language_arts.ht
m
Strategies and Skills
Skills
TNReady testing continues
Routine Writing

Writing to explain

Take notes when reading or annotate the text

Citing evidence

Complete a story sequence chart or character map while
reading an extended text.
Strategy
 Synthesizing information from multiple places
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Writing Tasks

Students write an essay explaining how Julian’s feelings
Shelby County Schools
2015/2016
Page 40 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
W.3.2d- Provide a concluding statement or section.
W.3.7 - Conduct short research projects that build knowledge
about a topic.
W.3.8 - Recall information from experiences or gather
information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
Speaking and Listening
SL. 3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL. 3.1b- 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. 3.3- Ask and answer questions about information from a
speaker, offering elaboration and detail.
SL. 3.6- Speak in complete sentences to provide detail or
clarification.
Language
L.3.1b- Form and use regular and irregular plural nouns.
L.3.1 e-Form and use the simple (e.g., I walked; I walk;
I will walk) verb tenses.
L.3.2- Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.2e- Use conventional spelling for high-frequency and other
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx
Learning Targets (I Can…)

Write to explain.

Cite evidence from different places in the text to support
my key points.

Organize my paper with an introduction, body, and
conclusion.

CONTENT & TASKS
about eating the fig leaves changed over the course of
chapter 4. They should cite evidence from the text to support
key points. Remind them to reflect on the “big idea” for this
novel study as they respond.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachm
ents/tnready_rubric_info-expl_gr3.pdf
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences

Oral reports
Learning Targets (I Can…)

Use accountable talk procedures to take turns.

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Prepare and present oral reports.
Strategies and Skills
Skills
Vocabulary

Context clues

Context clues

Review: simple verb tenses
Vocabulary for Explicit Instruction

Spelling: words with -ed

Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

Genuine, Ancients, harvest, swirling, rustling, garage,
strange, figs, measure, fertilizer, compare
http://achievethecore.org/content/upload/Liben_Vocabulary_
Shelby County Schools
2015/2016
Page 41 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES
CONTENT & TASKS
Strategy

Learning Grammar through Writing

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html

Literacy Station Activities

Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words, vocabulary activities
from the Florida Center for Reading Research
http://www.fcrr.org/curriculum/studentCenterActivities23.shtm
VocabularynPart 5, V.031-What-a-Word

Vocabulary station activity:
https://pals.virginia.edu/pdfs/activities/comprehension/brainst
orm_reflect_reform.pdf
Learning Targets (I Can…)

Revise writing for incorrectly used verb tenses.

Use context clues to determine the meanings of unfamiliar
words.
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Language Arts

Simple verb tenses
Performance Assessments

Teacher observation

Teacher-made or district common assessments in testing
format
Week 9 – Extended Text
Reading Selection:
 The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 5 & 6
Big Idea: It is important to take responsibility for your own actions.
Reading Literature and Informational Text
RL 3.2 Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in
the text.
Strategies and Skills
Comprehension Skill
Performance Assessments

Anecdotal evidence from classroom discussions



Written responses to text-dependent questions

Complete character chart and/or story map
Structure of a novel
Story elements (plot, character, setting, point of view)
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 42 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
RL. 3.3- Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
RL.3.4-Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral language.
RL 3.6 Distinguish their own point of view from that of the
narrator or those of the characters.


Theme
Literal and Nonliteral Language
Grade 3
CONTENT & TASKS
Performance Task - Optional

Comprehension Strategy

Summarize

Theme-Donyall Dickey’s Graphic Organizer for RL.3.2

Close reading of selected pages from The Stories Julian
Tells (teacher’s choice)
Summarize the theme of The Stories Julian Tells.
Text-Dependent Questions
Learning Targets (I Can…)


Identify the theme by using text details.

Recognize the elements of fiction and non-fiction texts.


Analyze story structure.


Discuss the differences between literal and nonliteral
meanings of words and phrases in a text.


Cite evidence from the text to support my key points.
Why did Julian change his mind about having his tooth
pulled? (key details)
On p. 48, the word “no” is in all capital letters. Why do you
think the author did that? (author’s purpose)
What does the word “pigtails” mean on p. 60? How do you
know? (vocabulary)
Why do you think Julian’s dad brought out the pliers and the
thread? (opinion)
Literacy Station Activities

Comprehension Station-Venn diagram comparing and
contrasting characters or events, illustrate the text, write a
summary of a passage, comprehension activities from
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m Comprehension Part 1, C.008-Retell Ring and/or C.009Retell-a-Story
Additional Resources
 See SCS elementary literacy website for a PDF file of the
text and other supporting documents:
http://scsliteracy.weebly.com/
 Unit plan using The Stories Julian Tells
http://www.louisianabelieves.com/docs/defaultsource/teacher-toolbox-resources/unit-plan---ela---grade-3sample---the-stories-julian-tells.pdf?sfvrsn=2
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 43 of 47
English Language Arts
3rd Nine Weeks
Grade 3
Writing
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
CONTENT & TASKS
RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Level 1 Entering
Level 2 Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Label events from a story with
words, phrases and simple
sentences using an illustrated word
bank.
Create an illustrated graphic
organizer describing the sequence
of events and theme of a story
using a word bank.
Create an illustrated graphic
organizer with simple and expanded
sentences describing the sequence
of events and theme of the story.
Express ideas in detailed responses
describing the sequence of events
and theme of a story.
Express ideas describing the
sequence of events and theme of a
story using a broad range of
sentence patterns and grammatical
structures.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Reading Foundational Skills
RF. 3.3c- Decode multi-syllable words.
RF .3.4a- Read on-level text with purpose and understanding.
RF .3.4b- Read orally with accuracy, appropriate rate, and
expression.
RF. 3.4c- Use context to confirm or self-correct word recognition
and understanding.
Strategies and Skills
Phonics and fluency

Multi-syllable words

Multi-syllable words

See TNCore Summer Training Participant Manual, Grade
3, pp. 82-97 for additional information about teaching
syllable types and more advanced phonics,
http://tncore.org/english_language_arts/instructional_resou
rces/k-3/ela_k-3_training.aspx , click on “Participant
Manual”

Accuracy

Fluency: Current goal of 82-107 WCPM with expression and
understanding

http://hickmank12.org/west-virginia-reading-first-explicitphonics-lessons/ Phonics skill 10

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Istation lesson on multisyllable words:
https://secure.istation.com/TeacherResource/Resource/21
270?pk=EN&sterm=Phonics&qfk=typ_Lesson|
Learning Targets (I Can…)

Read and spell multi-syllable words.

Read with fluency from a variety of texts (poetry, drama,
current events, and novels).

Read grade level text with fluency, accuracy, expression
and comprehension.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Performance assessments
Literacy Station Activities

Phonics/word study station-word building with multi-syllabic
words, review activities with phonics skills not yet mastered

Fluency station (optional)-timed reading to practice pace and
expression, performance reading

See Florida Center for Reading Research, Student Center
Activities, for additional station ideas.
http://www.fcrr.org/Curriculum/studentCenterActivities23.sht
m - Phonics Part 4, P.030-Syllable Scoops or P.031-Syllable
Snakes

See Internet4 classrooms for multisyllable words
Shelby County Schools
2015/2016
Page 44 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Writing/Research
W.3.2- Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.3.2a- Introduce the topic or group related information
together, including illustrations when useful to aiding
comprehension.
W.3.2b- Develop a topic with facts, definitions, and details
W.3.2c- Use linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories of
information.
W.3.2d- Provide a concluding statement or section.
W.3.7 - Conduct short research projects that build knowledge
about a topic.
W.3.8 - Recall information from experiences or gather
information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
Speaking and Listening
SL .3.1a- Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
SL .3.1b- 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 .3.3- Ask and answer questions about information from a
speaker, offering elaboration and detail.
Grade 3
CONTENT & TASKS
http://www.internet4classrooms.com/common_core/know_ap
ply_grade_level_phonics_word_analysis_reading_foundation
al_skills_third_3rd_grade_english_language_arts.htm
Strategies and Skills
Skills
TNReady testing continues
Routine Writing




Take notes when reading or annotate the text

Complete a story sequence chart or character map while
reading an extended text.
Informative/explanatory writing
Taking notes
Annotating text
Strategy
Writing Tasks
 Synthesizing

 POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-trainingmaterials.aspx
Learning Targets (I Can…)

Write to explain.

Cite evidence from different parts of the text to support my
key points.

Organize my paper with an introduction, body, and
conclusion.

Throughout our study of this book, we have discussed the
importance of taking responsibility for your own actions. Write
a paper in which you explain whether Julian does or does not
take responsibility for his own actions. Cite evidence from
the entire text to support your key points.
Use scoring rubric from TNReady:
http://www.tennessee.gov/assets/entities/education/attachm
ents/tnready_rubric_info-expl_gr3.pdf
Strategies and Skills
Performance Assessments

Accountable Talk


Appropriate Behaviors
Participating in and conducting discussions, read alouds, and
q/a sessions

TNCore Accountable Talk resource:
http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accoun
table_Talk_Academic_Discussion.pdf

Speaking in complete sentences

Oral reports
Learning Targets (I Can…)

Use accountable talk procedures to take turns.
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Shelby County Schools
2015/2016
Page 45 of 47
English Language Arts
TN DOE CURRICULUM STANDARDS
SL .3.6- Speak in complete sentences to provide detail or
clarification.
Language
L.3.2 c-Use commas and quotation marks in dialogue
L.3.3b- Recognize and observe differences between the
conventions of spoken and written standard English
L.3.4a- Use sentence-level context as a clue to the meaning of
a word or phrase.
3rd Nine Weeks
Grade 3
LEARNING OUTCOMES

Use accountable talk procedures to show active listening
skills while working in a group.

Use accountable talk procedures to engage effectively in a
discussion about literature and informational text.

Prepare and present oral reports.
CONTENT & TASKS
Strategies and Skills
Vocabulary
 Dialogue
 Context clues

Skills



Using commas and quotations for dialogue
Determining meaning from context.
Vocabulary for Explicit Instruction


Strategy

Punctuating dialogue

Editing writing for correct use of commas and quotation
marks

https://wvde.state.wv.us/strategybank/VocabularyStrategie
s.html

https://wvde.state.wv.us/strategybank/VocabularyGraphic
Organizers.html

Explain that dialogue is “talk written down.”

Use commas and quotation marks when writing dialogue.

Use context as a clue to the meaning of a word or phrase.
Pliers, painful, carefully, spool, prehistoric, cavemen,
mastodon, saber-toothed tiger, cartwheels, squawked,
collection, jerk
http://achievethecore.org/content/upload/Liben_Vocabulary_
Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teachand-how-detail-pg (Supplemental Resources, click
Vocabulary Quadrant)
Literacy Station Activities

Vocabulary station-illustrate vocabulary words, write studentfriendly definitions for vocabulary words, vocabulary activities
from the Florida Center for Reading Research
http://www.fcrr.org/curriculum/studentCenterActivities23.shtm
Vocabulary Part 5, V.033-Meaning Exchange

Vocabulary station activity:
https://pals.virginia.edu/pdfs/activities/comprehension/brainst
orm_reflect_reform.pdf
Learning Targets (I Can…)

Context clues
Language Arts

Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Dialogue
Shelby County Schools
2015/2016
Page 46 of 47
English Language Arts
3rd Nine Weeks
TN DOE CURRICULUM STANDARDS
LEARNING OUTCOMES
Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1,
RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.
Grade 3
CONTENT & TASKS
Performance Assessments for both

Teacher observation

Teacher-made or district common assessments in testing
format
Shelby County Schools
2015/2016
Page 47 of 47