GRADE 3 ELA INSTRUCTIONAL FOCUS
The following grade-level resource page is designed to follow the GCR2 ELA Resource Graphic:
- Priority & Supporting Standards - Tells us what essential knowledge, skills and strategies must be acquired at each grade- PS helps teachers prioritize.
- Literacy Blueprint - Describes a Balanced Literacy Model for designing your block of ELA instruction and explains the district philosophy.
- ELA Modules - Clusters the standards in a way that makes sense across the year.
- Mentor Texts and Close Reading Passages - Supports all teachers in designing ELA lessons using identified high quality texts aligned to MLS and our students needs.
- Module Lesson Maps - Provides teachers with a sequenced description of lessons aligned to our modules, using our Mentor Texts, and suggesting standards and ideas for instruction.
- Assessments - Provides us with information as to whether our students are acquiring the knowledge skills and strategies we are teaching and informs our instructional decisions.
- Standards-Based Education - Individual standards (highlights denote power standards) with rubrics and KUDs (Documents that describe what students need to know, understand, and be able to do to meet each standard.
PRIORITY & SUPPORT STANDARDS
The following resources have been developed and/or gathered to support Third Grade teachers as they implement the Missouri Learning Standards. Just click on the links below to access these documents.
Third Grade “I Can” Statements were designed for teachers to post daily classroom objectives one at a time and standards that are spread out over a number of pages. Standards flow one to the next. Some teachers have chosen to make them into posters and highlight the day’s learning target with a clothespin or large arrow cut-out. Another idea to help with the organization of all of these posters is to put them on a binder ring so that they can easily be flipped through and displayed each day.
Reading
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Writing
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Language
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Speaking/Listening
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LITERACY BLUEPRINT
The following document was designed for classroom teachers, instructional coaches, and school administrators to provide a vision and structure for literacy instruction.
- Guiding Principles
- Creating a Supportive Literacy Environment
- Common Core and The Blueprint
- Elements of a Balanced Literacy Program
- Elements Described in Detail
- Assessments- District and Formative Assessment Practices
- Supporting Specific Groups of Learners: EL/ELL/SPED/Title 1 & SEEK
- Implementation Guide
- Frequently Asked Questions
- Glossary
- Bibliography
- Grade Level Word Study Chart
ELA MODULES
Each grade level has a proposed curriculum map of the ELA standards divided into 4 Modules (or chunks) of instruction spanning the school year. These modules are detailed below.
MENTOR TEXTS AND CLOSE READING PASSAGES
Mentor Texts and Toolkit for 2015-2016
The “Toolkit” that follows is a collection of resources filtered from various web sites. Word documents were maintained whenever possible. While these do not directly relate to our Mentor Texts and Close Reading passages they are strong examples for you to use or modify with your grade level text selections in order to support CCSS and the inherent rigor.
- Graphic Organizers
- Tools
- Reading and Writing Rubrics
- Opinion Writing Rubrics
- Narrative Writing Rubrics
- Informational Writing Rubrics
MODULE LESSON MAPS
The following modules were created as sample curriculum maps at each grade level. The modules include all the English Language Arts Common Core standards. Our goal was to show how the priority and supporting standards from all ELA areas (reading, writing, listening/speaking, language and the foundational skills at Elementary) can be spread throughout the year but grouped in a logical fashion. Although there are “focus” standards for each module, the skills assigned to a given module are designed to build upon the previous one(s) so that by the end of the year all standards have been addressed and the priority standards assessed multiple times in appropriate levels of text. While focus standards may be introduced in a specific module, the teacher will make the decision as to when students will be assessed. Students continue to have multiple opportunities to show they have met the standards throughout the year in various venues including whole group, small group, or individually.
Each module is designed to last approximately 8 weeks (except for Module 1) and might include 1-3 smaller units. While all standards should be addressed repeatedly throughout the year – once they’ve been introduced - you’ll notice that the module designers chose some standards that they felt should be more heavily focused upon in all modules as these standards are thought to be those that students will need greater time and exposure to master. These standards are contained within the section titled “Yearlong ELA Standards.” These “modules” or “curriculum maps” are created as an example as to how a teacher or team might take the curriculum map and integrate the ELA standards with specific content such as a social studies or science unit, or even a literature study. We invite you to use this template “as is” or as a springboard for your own curriculum map or module creation.
Each module is designed to last approximately 8 weeks (except for Module 1) and might include 1-3 smaller units. While all standards should be addressed repeatedly throughout the year – once they’ve been introduced - you’ll notice that the module designers chose some standards that they felt should be more heavily focused upon in all modules as these standards are thought to be those that students will need greater time and exposure to master. These standards are contained within the section titled “Yearlong ELA Standards.” These “modules” or “curriculum maps” are created as an example as to how a teacher or team might take the curriculum map and integrate the ELA standards with specific content such as a social studies or science unit, or even a literature study. We invite you to use this template “as is” or as a springboard for your own curriculum map or module creation.
MODULES
Module 1: Close Reading and Writing to learn/ Launching Readers and Writers Workshop - The intent of this module is to help students embrace the love of literacy through successfully establishing a readers and writers workshop. To successfully create a readers and writers workshop a strong classroom community is essential. The theme of community flows throughout the year in third grade.
Module 2: Developing critical readers, writers, and thinkers of narrative text - The intent of this module is to guide students to develop their critical reading and thinking skills by reading, writing, and interacting with narrative texts. Module 3: Learning Through Research - The intent of this module is to introduce students to short research projects that directly build on their informational reading skills, as they learn to reference both digital and print sources. During research students will learn best practices for gathering information, while learning how to appropriately sort that information.
Module 4: Forming Positions - The intent of the module is to allow students to demonstrate the literacy skills and knowledge they have acquired throughout the year.
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UNITS OF STUDY
Launching Reading Unit: Balloons Over Broadway; Bee Tree, The; Girl Who Hated Books, The; Henry and the Buccaneer Bunnies; Plot Chickens, The; Swirl by Swirl: Spirals in Nature
Launching Writing Unit: I Wanna Iguana; If You Were a Writer; Miz Berlin Walks; Paperboy, The; You Have to Write
Fiction (Literature) Reading Unit:
Anansi Does the Impossible! : An Anhanti Tale; Anansi The Spider: A Tale From the Ashanti; Fables; Mary Celeste: An Unsolved Mystery from History; Mirette on the High Wire; Zen Shorts
Patricia Polacco Author Study (Narrative) Writing Unit:
Babushka's Doll; Chicken Sunday; Emma Kate; John Philip Duck; Just Plain Fancy; Rotten Richie and the Ultimate Dare; Something About Hensleys; Thank You, Mr. Falker; Thunder Cake; When Lightning Comes in a Jar
Non-Fiction (Informational) Reading Unit:
Animal Tongues; Butterfly Is Patient, A; Chimpanzees; Look to the North: A Wolf Pup Diary; Snowflake Bentley; Waiting for Ice
Non-Fiction (Informational) Writing Unit:
Are You A Snail?; Bat Loves the Night; Bats: Strange and Wonderful; Beetle Alphabet Book; Dinosaur; Honey Makers, The; How Big Were The Dinosaurs?; Into The Sea; Read and Wonder: Tigress; Red-Eyed Tree Frog
Poetry Reading Unit:
Every Second Something Happens: Poems for the Mind and Senses; Falling Down the Page: A Book of List Poems; Hound Dog’s Haiku and Other Poems for Dog Lovers, The; Reading, Rhyming, and ‘Rithmetic; Underwear Salesman: And Other Jobs for Better or Verse, The; Whiff of Pine, A Hint of Skunk: AForest of Poems, A
Biography (Opinion) Writing Unit:
Boy on Fairfield Street, The; Elizabeth Leads the Way: Elizabeth Cady Stanton (SC); If A Bus Could Talk: The Story of Rosa Parks; Lou Gehrig; Manfish: A Story of Jacques Cousteau; Mother to Tigers; Night Flight: Amelia Earhart Crosses the Atlantic; Picture Book of Cesar Chavez, A; Roberto Clemente: Pride of the Pittsburgh Pirates; Watcher, The: Jane Goodall`s Life with the Chimps
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STANDARDS-BASED EDUCATION
Individual standards (highlights denote power standards) with rubrics and KUDs (Documents that describe what students need to know, understand, and be able to do to meet each standard.
Reading Literature (RL)
Reading Literature Standard
3.RI.1
3.RI.2
3.RI.3
3.RI.4
3.RI.5
3.RI.6
3.RI.7
3.RI.8
3.RI.9
3.RI.10
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Student Friendly (I Can) Statement
3.L.1
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Power Standard (PS) Rubric
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KUD
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Reading Informational Text (RI)
Reading Informational Text Standard
3.RL.1
3.RL.2
3.RL.3
3.RL.4
3.RL.5
3.RL.6
3.RL.7
3.RL.8
3.RL.9
3.RL.10
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Student Friendly (I Can) Statement
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Power Standard (PS) Rubric
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KUD
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Writing (W)
Writing Standard
3.W.1
3.W.2
3.W.3
3.W.4
3.W.5
3.W.6
3.W.7
3.W.8
3.W.9
3.W.10
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Student Friendly (I Can) Statement
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Power Standard (PS) Rubric
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Speaking/Listening (SL)
Speaking/Listening Standard
3.SL.1
3.SL.2
3.SL.3
3.SL.4
3.SL.5
3.SL.6
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Student Friendly (I Can) Statement
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Power Standard (PS) Rubric
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Language (L)
Language Standard
3.L.1
3.L.2
3.L.3
3.L.4
3.L.5
3.L.6
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Student Friendly (I Can) Statement
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Power Standard (PS) Rubric
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