English Language Arts (ELA) Grade Level: 3

494 Pages·2011·2.26 MB·English

2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Brooklake Elementary School Grade 3
Content Area: English Language Arts Grade 3
Course Title: English Language Arts (ELA) Grade Level: 3
Reading Pacing Guide
(to unit introduction)
Writing Pacing Guide
(to unit introduction)
Language Pacing Guide
(to unit introduction)
Speaking and Listening Reference
Date Created:
Board Approved on:
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
Reading is thinking, (Fountas and Pinnell, 2006) and if we think, therefore we are. Logic then
tells us that reading determines who we are. How do we tell the world who we are? Through
writing and speaking. How do we learn who others are? Through careful listening.
This is the heart of the English Language Arts common core standards and the curriculum
put forth in this document. The power of words, both written and spoken, cannot be
underestimated. There are the soothing words of lullabys and poetry, the inspirational words of
great speeches, the call to action of persuasive text. Every thought and emotion can be conveyed
through words.
Words, especially written, take center stage in the 21st century as never before. Casual
communication, once the domain of telephones and face-to-face conversation, often takes place in
cyberspace via text messages, emails, Facebook, and Twitter. The limits of text messages (160
characters) and Tweets (140 characters) make it imperative that meaning comes across loud and
clear. Email is prevalent in the business world, and it is imperative that one’s writing be precise.
On the flip side of composing effective written communication, is reading and comprehending
these messages.
The curriculum offered here teaches students to create meaning from what they read. Students
will be explicitly taught to apply reading comprehension strategies to various types of text.
Students will learn the structure of texts to be able to create meaning while reading and when
writing. Grammar, mechanics, and vocabulary instruction will add to the student’s ability to
create meaning for the reader when they write, and for themselves when they read.
Students will spend time reading independently and extensively to build background
knowledge and vocabulary. Students will be expected to engage with the texts they read and
provide evidence of that engagement in reader’s notebooks.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
English Language Arts (ELA) Grade 3
Content Area: Reading
(back)
Course Title: English Language Arts (ELA): Reading Grade Level: 3
Reading Literature Pacing Guide
Reading Informational Text Pacing Guide
The Reader’s Notebook Pacing Guide
Reading Foundational Skills Reference
Project Read Reference
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Design
Content Area: English Language Arts
(back)
Course Title: English Language Arts (ELA): Reading Literature Grade Level: 3
Pacing Guide
Reading Strategies
Genre Study: Elements of the Genre Pacing Guide
Pacing Guide
Reading Skills
Reference
Reading Standards for Literature
Pacing Guide
Book Reports
Literature Circles Pacing Guide

Guided Reading Pacing Guide
Required (Core) Anthology Selections Reference
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Reading Strategies Grade 3
Content Area: English Language Arts
(back)
Course Title: English Language Arts (ELA): Grade Level: 3
Reading Strategies
Monitoring Comprehension Pacing Guide
Making Connections Pacing Guide
Questioning Pacing Guide
Visualizing Pacing Guide
Inferring Pacing Guide
Summarizing Pacing Guide
Table: Journeys lessons by reading
strategy
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview Template
Content Area: English Language Arts (ELA)
Unit Title: Reading Grade 3
(back)
Target Course/Grade Level: 3
Unit Summary
Students in the intermediate grades have already learned to read. At this level, they will read to learn by
being taught the reading comprehension strategies and how to apply them to independent reading.
Students will be given time in school for independent reading to practice using the strategies they are being
taught with the guidance of the teacher. Students will respond to what they read by talking with peers in
discussion groups and individually with the teacher during conferences as well as writing in reader’s
notebooks. Students will read broadly and extensively to build background knowledge and increase and
improve both their writing and vocabulary.
Students will learn to write narratives, arguments (opinion), and explanatory pieces applying the
conventions of standard English grammar, punctuation, and spelling. Students will be expected to support
their writing with evidence from text and to create lists of sources. Students will be taught to create and
use a writer’s notebook to store their observations of the world around them and select topics to write
about from these observations.
Students will learn how to prepare for the NJASK and have time to practice under simulated testing
conditions.
Primary interdisciplinary connections: Science, Social Studies, History, Health
21st century themes:
•
Global Awareness – through reading the literature of other countries, cultures, and
civilizations, students will come to recognize that all people regardless of race, nationality, or
religion, share the same stories and similar underlying beliefs. Through reading great classic and
contemporary works of literature representative of a variety of periods, cultures, and worldviews,
students can vicariously inhabit worlds and have experiences much different than their own.
21st century skills:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Media Literacy
• Life and Career Skills
Unit Rationale
To build a foundation for college and career readiness, students must read widely and deeply from among a
broad range of high-quality, increasingly challenging literary and informational texts. Through extensive
reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
gain literary and cultural knowledge as well as familiarity with various text structures and elements. By
reading texts in history/social studies, science, and other disciplines, students build a foundation of
knowledge in these fields that will also give them the background to be better readers in all content areas.
Students can only gain this foundation when the curriculum is intentionally and coherently structured to
develop rich content knowledge within and across grades. Students also acquire the habits of reading
independently and closely, which are essential to their future success.
Learning Targets
Standards:
The grade 3 standards listed under CPI, define what students should understand and be able to do
by the end of 3rd grade. They correspond to the College and Career Readiness (CCR) anchor
standards below by number. The CCR and grade-specific standards are necessary complements—
the former providing broad standards, the latter providing additional specificity—that together
define the skills and understandings that all students must demonstrate.
Content Statements: College and Career Readiness (CCR) Standards
Key Ideas and Details
* 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.
* 2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
* 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
* 4. Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
* 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
* 6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
* 7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.1
* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
* 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Range of Reading and Level of Text Complexity
• 10. Read and comprehend complex literary and informational texts independently and proficiently.
Foundational Reading Skills that Support College and Career Readiness Standards for Reading:
• Know and apply grade-level phonics and word analysis skills in decoding words.
• Read with sufficient accuracy and fluency to support comprehension.
CPI # Cumulative Progress Indicator (CPI)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
RI.3.1 the text as the basis for the answers.
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.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on
earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.8 (Not applicable to literature)
RL.3.9 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).
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2–3 text complexity band independently and
proficiently.
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea.
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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
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.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
RI.3.9 Compare and contrast the most important points and key details presented in two texts on
the same topic.
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Unit Essential Questions Unit Enduring Understandings
• How does a reader demonstrate • Readers ask and answer questions to
understanding? demonstrate understanding of a text.
• How does a reader determine the • Readers use information in the text to
central message, lesson, or moral of a story? support their answers.
• How do characters move a story along? • Readers can retell stories they read.
• Who is telling the story? Why is that • Readers read a wide variety of genres and
important? read stories from many cultures.
• How do illustrations enhance the words • Readers determine the main idea, central
of a story? message, lesson, or moral from key details in the
• How does an author of a series vary the text.
elements of the story? • Readers understand that characters’
• How does a reader determine the main traits, motivation, or feelings determine their
idea of a text? actions.
• How does a reader describe the • Readers understand that the actions of
relationship between a series of related facts? characters contribute to the sequence of events.
• How does a reader locate information in • Readers know that words often have two
a text? meanings, literal and nonliteral, and they can
• How does a reader use text features? distinguish the usage based on the text in which
the words occur.
• How does a reader approach two texts
• Readers know the terms that describe
on the same topic?
genre structures.
• Readers recognize and can describe how
later parts of a story build on earlier ones.
• Readers can distinguish their own point of
view from that of the narrator or characters.
• Readers can explain how illustrations add
to a text’s meaning.
• Books in a series have the same
characters, but different plots, themes, and
setting.
• A series of related facts can be described
using language that pertains to time, sequence,
and cause/effect
• There are ways to determine the meaning
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
of words in a text from the text itself.
• Text features and search tools can be used
to locate information.
• Graphic features in a text provide
information to help the reader understand the
text.
• In well-structured writing, there is a
logical connection between particular sentences
and paragraphs (e.g, comparison, cause/effect,
sequence).
• Two texts on the same topic may include
different information about that topic.
• Phonics and word analysis skills help a
reader decode words.
• Reading with accuracy and fluency aids in
comprehension.
Unit Learning Targets
Students will be able to ...
• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
• 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.
• describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
• determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
• refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
• distinguish their own point of view from that of the narrator or those of the characters.
• explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting).
• 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).
• by the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the
high end of the grades 2–3 text complexity band independently and proficiently.
• ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
• determine the main idea of a text; recount the key details and explain how they support the main
idea.
• 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.
• determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
• use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.