Quarter 3 Unit 12 - Portales Municipal Schools

Portales Municipal Schools

Curriculum Map

Course Title: English Language Arts Quarter 3 – Unit 12 :Those

Amazing Animals: Unique

Animals of the Southwest:

2 Week Cycle –Feb.18 - Feb. 28

Academic Year: 2013-2014

Essential Questions for this Quarter: How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?

Standards Content/Skills Assessment Resources Notes

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. (Literature)

Moral or central message

Selection Assessment

New Mexico Weekly

Test Prep

Read “The Story of the First

Woodpecker” and find the central message of the story.

“The Story of the First Woodpecker” page 262

Unit 11 and 12 CC

Assessment

Make a character web, state two character traits that apply to the woman and why?

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Literature)

Analyze story elements

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

(Literature)

Compare and contrast

According to this myth a woodpecker must look for food in what certain way?

Compare and contrast how different animals gather food in “Unique Animals of the Southwest.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

(Informational)

Asking and answering questions to increase comprehension

Read “A Bear in the Family”.

Compare and contrast a domesticated pet animal and a wild animal.

“A Bear in the Family” page 24-29

Literature Skill, Grammar Skill, Phonics Skill, Culminating Activity, Weekly Fluency

Unique Animals/Out of This World!

1


Curriculum Map








8. Describe the logical connection between particular sentences and paragraphs in a text

(e.g., comparison, cause/effect, first/second/third in a sequence).

(Informational)

Compare and contrast

Use think aloud, sidebar questions and comprehension check to check for understanding.

“Unique animals of the Southwest” page 238

Read and listen to “Unique animals of the Southwest” use compare and contrast organizer to identify similarities and differences of animals.

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

(Informational)

Compare and contrast important points in more than one text

Culminating Activity: on a poster board use pictures, important details, and vocabulary to compare and contrast the three rock types or two weather storms or conditions.

“What Curious Creatures!” page

236

Read “What Curious Creatures!”

How is this similar and different to

“Unique Animals of the Southwest”

Use a venn diagram.

Read open syllable words from transparency 25. Divide each word at the syllable break.



2


Curriculum Map








3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. (Foundational Skills)

(wk1)Open syllables

(wk2)soft c and g

Spelling Test Read words with prefixes from transparency 17. Sort words according to the spelling pattern.

Generate new words and share with the class.

RF.3.3 pages 235C-235D

RF3.3 pages 111C-111D

4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (Foundational Skills)

Fluency

(Wk1)Weekly fluency passage “New

Products for People ”

(wk2) ”Saving The Sea

Otters ”

Practice fluency using weekly fluency passages. After teacher models fluency on each passage students practice fluency rate and accuracy with a partner.

Using fluency and expression, partner read leveled readers practicing decoding multi-syllabic words and checking for understanding

RF.3.4b page 261A



3


Curriculum Map








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 an 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.

(Writing)

Respond to text writing prompt:

Write a paragraph comparing the woodpecker in the text to the roadrunner. Include details about what they eat and how they get their food.

7. Conduct short research projects that build knowledge about a topic. (Writing)

Research atopic Use science books, websites in the computer lab, encyclopedia to research topic for culminating activity



4


Curriculum Map








8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (Writing)

Gather facts from resources http://www.rocksforkids.com/RFK/howrocks.

html http://www.kidsloverocks.com/html/types_of_ rocks.html

http://www.weatherforkids.org/ http://www.weatherwizkids.com/

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Speaking and Listening)

Orally report on a topic, speaking clearly

In large group share research project with the class (culminating activity).



5


Curriculum Map








1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. d. form and use regular and irregular verbs f. Ensure subject-verb and pronounantecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

(Language)

(wk1)pronoun-verb contractions

(wk2)irregular verbs

Grammar page to assess pronoun- verb contractions and irregular verbs

Use student grammar workbook for extra practice with pronoun-verb contractions.

Grammar practice workbook pronoun-verb contractions page

121-125

Use student grammar workbook for extra practice with irregular verbs.

Grammar practice irregular verbs page 96-100

Create a pet rock, write three actions your pet has carried out. The verbs must be irregular verbs.

L.3.1d page 131G



6


Curriculum Map








2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(Language)

L.3.2 page 267G

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (Language)

Increase vocabulary, context clues

Read the text “What Curious

Creatures!

” and use context clues to clarify the meaning of the new vocabulary words.

Use weekly five-day robust vocabulary to teach, review, reinforce, extend, assess, and reteach weekly vocabulary for the text “Unique Animals of the southwest ”.

L.3.4d page 236



7


Curriculum Map








5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context

(e.g., take steps ). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful ). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered ). (Language)

Word relationships, literal and nonliteral meanings, connection to real world



8


Curriculum Map








Science and

Social Studies

Weather

Rocks and minerals



9


Curriculum Map










10

Quarter 3 Unit 12 - Portales Municipal Schools

Fluency

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Related documents

Products

Support

Quarter 3 Unit 12 - Portales Municipal Schools

Fluency

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib