Evidence Outcomes:

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL 3.1)

i. 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. (CCSS: SL.3.1a)

ii. Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.3.1b)

iii. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (CCSS: SL.3.1c)

iv. Explain their own ideas and understanding in light of the discussion. (CCSS: SL.3.1d)

b. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL 3.2)

c. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS: SL 3.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of communicating and the concept of culture, and realize there are multiple ways of viewing the world by actively listening and engaging in effective discourse and collaborative conversations.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Communication is a process in which all people need to participate in all roles (speaker, listener, and interpreting)

• There are different roles within a group, and all are equally important in working toward effective discussion

• Discussion is collaborative, different perspectives are essential

• The purpose of the discussion impacts the level of outside preparation (previous work, previous discussion, readings, activities, etc.)

In order to meet these essential understandings, students must know...

• Conversations have explicit and implicit rules and norms

• What collaboration looks like

  • Roles are available in discussion

  • There are expectations for those roles

  • Roles are fluid and dynamic

• Emotions are natural and can be regulated to support group collaboration

• How to analyze text to come prepared for a discussion

• How to identify and respond to the purpose of a discussion

• Information can be presented in many forms

In order to meet these essential understandings, students must be able to...

• Identify the roles in a discussion

• Actively listen to the responses of others

• Regulate emotions

• Be metacognitive of own understanding

• Ask clarifying questions of peers

• Generate responses to the agreed-upon topic

• Organize thoughts in order to present in a form that is understandable for others

• Prepare for discussion using studied material and previous knowledge

• Follow rules (listen attentively, take turns, speak audibly, remain on topic)

• Show listening through body language

• Synthesize the ideas of others in order to share as their own

• Determine the main idea and supporting details of the presented information

Evidence Outcomes:

a. 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. (CCSS: SL.3.4)

b. Distinguish different levels of formality.

c. Speak clearly, using appropriate volume and pitch for the purpose and audience.

d. Select and organize ideas sequentially or around major points of information that relate to the formality of the audience.

e. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (CCSS: SL.3.5)

f. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.3.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• When speaking, different contexts have different requirements for effective communication and appropriate language

• Intonation and volume are part of the delivery of a position and can impact the effectiveness of a presented position

• Varied information needs to be included dependent on the context of a presentation

In order to meet these essential understandings, students must know...

• Distinguish levels of formality based on audience

• Choose relevant information to include

• Organize information to present verbally

• The components of a complete sentence and how to write them

In order to meet these essential understandings, students must be able to...

• Respond to the level of formality by adjusting vocabulary, tone, and level of complexity

• Speak at an understandable and appropriate pace, pitch, and volume

• Sequence information

• Categorize information

• Form a complete sentence

• Use technology to record audio

• Read fluently

• Create or select appropriate visual content for a spoken presentation

• Generate on topic responses to questions

• Synthesize ideas to present information in their own words

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1) *

ii. Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting). *

iii. 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. (CCSS: RL.3.2)

iv. Summarize central ideas and important details from a text. *

v. Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays.

vi. Describe characters in a story (for example: their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)

b. Use Craft and Structure to:

i. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)*

ii. Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events

iii. 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. (CCSS: RL.3.5)

iv. Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)

c. Use Integration of Knowledge and Ideas to:

i. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (for example: create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)

ii. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (for example: in books from a series). (CCSS: RL.3.9) *

d. Use Range of Reading and Complexity of Text to:

i. 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. (CCSS: RL.3.10)

e. Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation. *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Fluent readers read literary text accurately and at an appropriate pace as defined for their grade level

• Critical readers use appropriate strategies to understand, describe, summarize and reflect on texts

• Strategies have specific goals to support comprehension and can be used effectively

• Asking and answering questions using evidence demonstrates an understanding of the text’s explicit and implicit messages

• The structure of literary text helps develop meaning

• Character actions, mood, and feelings help develop the plot

In order to meet these essential understandings, students must know...

• Literary Elements:

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

  • Lesson, Growth, or Change (how the character develops through the story based on the events)

Key Ideas and Details:

• Reading strategies (attending, searching, predicting, checking, and self-correcting)

• There are different literary structures

  • Narrative

  • Poetry

  • Drama

• Differences between fables, folktales, myths

• Properties of literary structures and the related vocabulary (chapter, scene, stanza)

• Literary texts contain lessons and/or morals

• Difference between summary and retell

• How to analyze characters

• How emotions, behaviors, and actions impact the development of a story

Use Craft and Structure:

• Difference between literal and nonliteral language

• Grammatical structure for where signal words go in a sentence

• What point of view means

• How to compare and contrast

Integration of Knowledge and Ideas:

• Illustrations have a purpose connected to the text

Range of Reading and Complexity of Text:

• What a fluent reader looks and sounds like

• How a fluent reader self-monitors for meaning

In order to meet these essential understandings, students must be able to...

• Apply reading strategies

• Know when meaning breaks down

• Distinguish between different literary structures

• Differentiate between fables, folktales, myths

• Ask and answer questions that explicitly refer to the text

• Determine the lesson or moral of a text

• Summarize central ideas and key details

• Support a central message through key details

• Identify elements of the plot

• Draw inferences about elements of plot, character, and setting in literary text

• Describe traits, motivations, feelings, and actions of characters in a story

• Identify the impact characters have on a story

Use Craft and Structure:

• Use signal words (before, after, next) appropriately

• Determine their own point of view, the point of view of characters and compare the two

• Analyze illustrations connected to the text

• Compare and contrast themes, settings, and plots in stories written by the same author about the same characters

Range of Reading and Complexity of Text:

• Carry out the act of reading fluently

  • Read accurately

  • Attend to phrasing, intonation, and punctuation

• Self Monitor

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1) *

ii. Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2) *

iii. Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text *

iv. 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. (CCSS: RI.3.3) *

b. Use Craft and Structure to:

i. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)

ii. Use text features and search tools (for example: key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)

iii. Distinguish their own point of view from that of the author of a text. (CCSS: RI.3.6)

iv. Use semantic cues and signal words (for example: because and although) to identify cause/effect and compare/contrast relationships. *

c. Use Integration of Knowledge and Ideas to:

i. Use information gained from illustrations (for example: maps, photographs) and the words in a text to demonstrate understanding of the text (for example: where, when, why, and how key events occur). (CCSS: RI.3.7)

ii. Describe the logical connection between particular sentences and paragraphs in a text (for example: comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8) *

iii. Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS: RI.3.9) *

d. Use Range of Reading and Complexity of Text to:

i. 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. (CCSS: RI.3.10) *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of informational texts to build knowledge, interpret, comprehend, and analyze information to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Fluent readers read informational text accurately and at an appropriate pace as defined for their grade level

• Informational texts present facts and details that critical readers evaluate to draw logical conclusions

• There are different reading strategies that help comprehend informational text

• The structure of informational text helps locate specific information and determine the main idea and key details

In order to meet these essential understandings, students must know...

Key Ideas and Details:

• Information can be categorized into subtopics within a topic

• Key details support the main idea

• Organization structures: time, sequence, cause/effect with vocabulary

Craft and Structure:

• Topics and domains (content and subjects) have specific vocabulary

• Determine the importance using text features

• Technology can help us to locate information

• What point of view means

• Signal words (because, although, etc.) can indicate relationship (cause/ effect and compare/contrast)

• Location and use of text features

  • title, table of contents, heading, subheading, bold, text box, photograph, caption, diagram, label, cross-section, graph, table, bullets, map, glossary, index, electronic menus, icons

• Text structures (cause/effect, compare/contrast, sequence) have connections between sections

Integration of Knowledge and Ideas:

• Illustrations further information presented in the text

• Texts on the same topic can present similar and different information

• Structure of constructed response (RACE MODEL: Restate, Answer, Cite and Explain)

Range of Reading and Complexity of Text:

• What a fluent reader looks and sounds like

• How a fluent reader self-monitors for meaning

In order to meet these essential understandings, students must be able to...

Key Ideas and Details:

• Determine the main idea and key details

• Explain how key details support the main idea

• Apply vocabulary of organizational structures to a text

Craft and Structure:

• Use context to determine the meaning

• Use text features and search tools (keywords, sidebars, and hyperlinks) to locate information efficiently

• Determine their own point of view, the point of view of characters and compare the two

• Identify cause/effect and compare/contrast relationships

• Describe the connections between sections in different text structures (cause/effect, compare/contrast, sequence)

• Monitor for meaning with emphasis on similarities and differences

Integration of Knowledge and Ideas:

• Demonstrate understanding of text using illustrations (where, when, why, and how questions)

• Determine importance when comparing and contrasting two texts on the same topic

• Organize information into the RACE structure

  • Restate and answer a question with a general answer

  • Select and cite evidence directly and indirectly

  • Thoroughly explain evidence

Range of Reading and Complexity of Text:

• Carry out the act of reading fluently

  • Read accurately

  • Attend to phrasing, intonation, and punctuation

• Apply reading strategies

• Self Monitor

• Know when meaning breaks down

Ask and answer questions that refer explicitly to the text

Evidence Outcomes:

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)

i. Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a) *

ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b) *

iii. Decode multisyllable words. (CCSS: RF.3.3c) *

iv. Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d) *

b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.3.4)

i. Read grade-level text with purpose and understanding. (CCSS.3.4a)

ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)

c. 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. (CCSS: L.3.4)

i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a) *

ii. Determine the meaning of the new word formed when a known affix is added to a known word (for example: agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS: L.3.4b) *

iii. Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning. *

iv. Use a known root word as a clue to the meaning of an unknown word with the same root (for example: company, companion). (CCSS: L.3.4c) *

v. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)

vi. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. *

d. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5)

i. Distinguish the literal and nonliteral meanings of words and phrases in context (for example: take steps). (CCSS: L.3.5a)

ii. Identify real-life connections between words and their use (for example: describe people who are friendly or helpful). (CCSS: L.3.5b)

iii. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (for example: knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)

e. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (for example: After dinner that night we went looking for them). (CCSS: L.3.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Spelling patterns help to decode and encode words

• Words are comprised of prefixes, suffixes, and roots that carry individual meaning

• The context in a text helps to determine the meaning of individual words

• Decoding skills can be applied to encoding

• Critical readers use appropriate strategies to monitor for meaning in texts that lead to comprehension at the word and textual level

In order to meet these essential understandings, students must know...

Phonics and Word Analysis:

• Purpose of affixes

• Meaning of most common prefixes and suffixes at 3rd-grade level

• Decoding strategies

• Syllabication

• Some words do not follow orthographic patterns

Accuracy and Fluency:

• What a fluent reader looks like and sounds like

• Texts have different functions and purposes

• Strategies to use when understanding breaks down

Words and Meanings:

• Strategies to find the meaning of unknown and multi-meaning words through context

• Meaning of antonym and synonym

• Meaning of Greek and Latin roots (3rd-grade level)

• Glossaries and dictionaries are organized in alphabetical order

• Glossaries and dictionaries have a particular structure to present multiple pieces of information

• Topics and domains (content and subjects) have specific vocabulary

Figurative Language:

• Difference between literal and nonliteral language

Conversational, General academic, and Domain-specific words:

• Words carry meaning related to real-life application

• Words can denote spatial and temporal relationships

In order to meet these essential understandings, students must be able to...

Phonics and Word Analysis:

• Identify, define, and apply prefixes and suffixes to change the meaning of root words

• Decode words with common Latin suffixes

• Decode multisyllable words

• Read grade-appropriate irregularly spelled words

• Choose the appropriate text for their purpose

Accuracy and Fluency:

• Read grade-level text orally with accuracy, appropriate rate, and expression

• Apply rereading as a comprehension strategy when meaning breaks down

• Persevere toward understanding when difficulties are encountered

Words and Meanings:

• Use sentence-level context clues to determine meanings

• Determine meaning of words formed with affixes

• Use antonyms and synonyms to clarify meaning

• Use Greek and Latin roots to form meaning

• Alphabetize

• Use guide words to locate specific words

• Locate the necessary information in a glossary or dictionary entry in order to select the relevant definition

• Access print and digital glossaries and dictionaries

Figurative Language:

• Determine the meaning of literal and nonliteral words and phrases

• Describe real-life connections to words (adjectives, shades of meaning)

Conversational, General academic, and Domain-specific words:

• Differentiate between spatial (above, below, etc. )and temporal (before, after, etc.) relationships

• Use words and phrases that signal spatial and temporal relationships

Evidence Outcomes:

a. Introduce the topic or name the book they are writing about. (adapted from CCSS: W.1.1)

b. State an opinion. (adapted from CCSS: W.1.1)

c. Supply a reason for the opinion. (adapted from CCSS: W.1.1)

d. Provide some sense of closure. (adapted from CCSS: W.1.1)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• How to express opinions in writing and when to use opinion or persuasive style writing

• Topics have multiple perspectives

• How to recognize one’s own emotions, thoughts, and values to create an opinion and understand how opinions influence behavior

• How to craft an effective writing sample that conveys a clear opinion

• How to decide which writing structure and style best matches their purpose as an author for any given situation

In order to meet these essential understandings, students must know...

• Identify the purpose of opinion writing (PIE-persuade, inform, entertain)

• What is an opinion

• An opinion is a view, judgment, feeling, or belief about something

• An opinion is a position that can be supported with reasons

• We can value different opinions (multiple perspectives)

• Paragraph format

• Topic sentence

• Strategies to create opinion statement (“I believe, in my opinion, I think”)

• Conclusion

• Strategies to create a concluding statement (“Now you know, that is why, as you can see, in conclusion, to summarize”)

• Reasons

In order to meet these essential understandings, students must be able to...

• Write a topic sentence

• State an opinion

• Provide reasoning

• Provide closure

Evidence Outcomes:

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that includes reasons. (CCSS: W.3.1a)

b. Provide reasons that support the opinion. (CCSS: W.3.1b)

c. Use linking words and phrases (for example: because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c)

d. Provide a concluding statement or section. (CCSS: W.3.1d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Opinions are supported through related reasons that build to one position

• The structure of opinion pieces different from other genres

• There are multiple perspectives surrounding events, ideas, and issues that can be influenced with reasoning

• Opinions must be supported with reasoning

In order to meet these essential understandings, students must know...

• Difference between fact and opinion

• What is an opinion (a view, feeling, judgment, or belief about something)

• Purpose of opinion writing (PIE-persuade, inform, entertain)

• An opinion is a position that can be supported with reasons

• Organizational structures provide a logical flow of information

• Opinions are different and disagreements can/should be respectful

• How to locate information in a resource that supports a position

In order to meet these essential understandings, students must be able to...

• Form and state an opinion based on a topic or text

• Create an organizational structure to present an opinion

• Introduce a topic

• Connect reasons to a position

• Identify reasons that support an opinion

• Use resources to support their own opinion

• Use linking words and phrases (because, therefore, since, for example) to connect opinion and reasons

• Provide a concluding statement or section

Evidence Outcomes:

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a)

b. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)

c. Use linking words and phrases (for example: also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)

d. Provide a concluding statement or section. (CCSS: W.3.2d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to effectively share information, research, and new learning with a clear focus.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• The structure of an informative piece is different from other genres

• Informative writing requires information gathered and assessed from a variety of outside source

• Writing an informative text is a method to convey facts, definitions, and details

In order to meet these essential understandings, students must know...

• Purpose of informative writing (PIE-persuade, inform, entertain)

• Organizational structures provide a logical flow of information

• Text features are used to provide information

• How to use text features to locate information and increase comprehension

• How to find accurate and relevant information on a topic

• How to categorize information (note-taking, grouping related information)

• The grammatical structure of linking words and phrases

• How to synthesize information

• Structure of constructed response (RACE MODEL: Restate, Answer, Cite and Explain)

In order to meet these essential understandings, students must be able to...

• Introduce a topic

• Group related information together

• Determine and use illustrations that aid comprehension for the audience (provide useful information, elaborate on a topic)

• Develop a topic with facts, definitions, and details

• Use linking words and phrases (also, another, and, more, but) to connect ideas within categories of information

• Provide a concluding statement or section

• Determine importance in resources

• Effectively synthesize presented information accurately

• Organize information into the RACE structure

• Restate and answer a question with a general answer

• Select and cite evidence directly and indirectly

• Thoroughly explain evidence

Evidence Outcomes:

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a)

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS: W.3.3b)

c. Use temporal words and phrases to signal event order. (CCSS: W.3c)

d. Provide a sense of closure. (CCSS: W.3.3d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• The structure of a narrative piece is different from other genres

• Dialogue helps to develop characters and events in order to enhance a story

• Events in a narrative piece unfold naturally with descriptive details, a clear sequence of events, and closure

In order to meet these essential understandings, students must know...

• Literary Element (Plot):

  • Setting (when and where a story takes place)

  • Character (who or what the story is about)

  • Yearning (what the main character wants)

  • Conflict (what stops the main character from getting yearning)

  • Rising Action (events that drive the story toward resolution)

  • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

  • Falling Action (where the story is resolved)

  • Lesson, Growth, or Change (how the character develops through the story based on the events)

• Purpose of narrative writing (PIE-persuade, inform, entertain)

• A narrative is a sequenced account of real or imagined connected events

• Including details on the setting, characters, and narration establishes a situation

• Events must have a consistent sequence (linear, flashback, etc.)

• Different points of view (1st/ 3rd person)

• Convention structure for including dialogue

• Dialogue is used to develop an experience and is not used in isolation

• The physical and mental processes of characters can be shown through language in a written work

• Character actions and expressions determine the outcomes of a story

• Sensory details develop experiences within a story

• The grammatical structure of temporal words and phrases

• Elements of plot

In order to meet these essential understandings, students must be able to...

• Literary Elements:

  • Establish a setting

  • Develop a character with action, emotion, and dialogue

  • Establish a yearning

  • State a clear conflict

  • Develop rising action through multiple events

  • Establish a climactic event

  • Resolve the story

  • State a lesson, growth, or change

• Establish a situation and organize an event that unfolds naturally

• Introduce a narrator and/or characters

• Use dialogue to develop experiences and events involving characters

• Incorporate actions and feelings within sections of dialogue

• Use descriptions of actions, thoughts, and feelings to develop experiences and events

• Use temporal words (before, during, after, etc.) and phrases to signal event order

• Provide a sense of closure

• Follow elements of the plot in order to create a narrative story

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.3.1)

i. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)

ii. Use abstract nouns (for example: childhood). (CCSS: L.3.1c)

iii. Form and use regular and irregular verbs. (CCSS: L.3.1d)

iv. Form and use the simple (for example: I walked; I walk; I will walk) verb tenses. (CCSS: L.3.1e)

v. Ensure pronoun-antecedent agreement. (adapted from CCSS: L.3.1f)

vi. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.3.1g)

vii. Use coordinating and subordinating conjunctions. (CCSS: L.3.1h)

viii. Produce simple, compound, and complex sentences using coordinating and subordinating conjunctions. (adapted from CCSS: L.3.1i)

ix. Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.3.2)

i. Capitalize appropriate words in titles. (CCSS: L.3.2a)

ii. Use commas in addresses. (CCSS: L.3.2b)

iii. Use commas and quotation marks in dialogue. (CCSS: L.3.2c)

iv. Form and use possessives. (CCSS: L.3.2d)

v. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (for example: sitting, smiled, cries, happiness). (CCSS: L.3.2e)

vi. Use spelling patterns and generalizations (for example: word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS: L.3.2f)

vii. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS: L.3.2g)

c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3)

i. Choose words and phrases for effect. (CCSS: L.3.3a)

ii. Recognize and observe differences between the conventions of spoken and written standard English. (CCSS: L.3.3b)

d. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4)

e. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)

f. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS: W.3.6)

g. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.3.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising, and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Conventions can be adapted in order to meet the purpose of communication

• Writing is a process with more than one instance of creation or adaption

• The recursive process of writing is a habit that must be built

• Messages are most effectively conveyed through correct grammar, capitalization, punctuation, and spelling

In order to meet these essential understandings, students must know...

Grammar:

• Parts of Speech

  • Noun (person, place, thing)

  • Collective noun (group, family, crew)

  • Abstract noun: (denoting an idea, quality, or state rather than a concrete object)

  • Pronouns (she/her/hers, he/him/his, they/them/theirs)

  • Verbs (action words- run, jump)

  • Irregular verbs (verbs that do not follow the general rules for changing tense)

  • Past, present, and future tense

  • Past tense word usage of irregular verbs (ex: sat, hid, told)

  • Adjective (describing word- color, texture, size, etc.)

  • Adverb (a word that modifies or qualifies an adjective- usually an -ly word, quietly)

  • Adjectives and adverbs when appropriate

• Purpose and understanding of conjunctions

• Difference between simple, compound, and complex sentences

  • Simple sentence (one clause)

  • Compound sentence (two or more independent clauses)

  • Produce, expand, rearrange simple and compound sentences

Conventions:

• Proper use of capitals (titles, proper nouns)

• The purpose and function of commas and quotation marks

• Definition of a possessive

• The spelling of high-frequency words

• Spelling patterns and generalizations

• Base words and affixes

• How to use dictionaries and reference materials to check for correct spelling

Use:

• Words and phrases have different effects

• Written language is different than spoken language

• Different structures of writing and their uses

• Process of writing (planning, drafting, revising, editing)

• How to provide feedback to strengthen writing

• How to incorporate feedback in their own writing

• Technology programs that produce and publish writing

• Different writing tasks require different amounts of time

In order to meet these essential understandings, students must be able to...

Grammar:

• Identify the parts of speech in isolation and context

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and in particular sentences

• Identify and use abstract nouns

• Form and use regular and irregular verbs

• Form and use the simple verb tenses (past, present, future)

• Ensure pronoun-antecedent agreement (example: She threw her ball. She = pronoun, her = antecedent)

• Form and use comparative adjectives and adverbs (example: taller than)

• Form and use superlative adjectives and adverbs (example: tallest)

• Choose between comparative and superlative adjectives and adverbs

• Use coordinating (two equal clauses) and subordinating (unequal clauses) conjunctions

• Produce simple, compound, and complex sentences

• Vary sentence beginning and length to create fluency

Conventions:

• Capitalize appropriate words in titles

• Use commas in addresses

• Use commas and quotation marks in dialogue

• Form and use possessives

• Use conventional spelling for high-frequency and other studied words

• Apply spelling patterns for adding suffixes to base words

• Use spelling patterns and generalizations (word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words

• Use reference materials to check and correct spelling

Use:

• Recognize and observe differences in conventions between written and spoken standard English

• With guidance from adults, produce writing with a structure appropriate to the task

• Use feedback from adults to develop and strengthen writing by planning, revising, and editing

• Engage with peers to develop and strengthen writing by planning, revising, and editing

• Effectively use keyboards and technology

• Collaborate with others using technology

• Manage time in an extended project

• Demonstrate stamina in an extended project

• Adapt to different time frames for written projects

Evidence Outcomes:

a. Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7)

b. Interpret and communicate the information learned by developing a brief summary with supporting details.

c. Develop supporting visual information (for example: charts, maps, illustrations, models).

d. Present a brief report of the research findings to an audience.

e. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Research is the process of gathering, interpreting, and communicating information

• Researchers look for evidence from varied resources to provide more credibility to a researchers findings

• Inquiry questions guide the process of research

• Evidence gathered can be categorized for presentation

In order to meet these essential understandings, students must know...

• Research is the process of synthesizing information from others

• Process for selecting appropriate and relevant sources

• Points of view are based on the interpretation of the reader

• What is paraphrasing (putting information gathered into own words)

• How to access digital and print resources

• Structures for recording information found

• Systems to categorize/sort information

• Structure of a summary

• Different presentation structures (visual, verbal, written)

• Presentation requirements within the structure (volume, speed, intonation, eye contact, visuals)

• Experiences can be used to support research

In order to meet these essential understandings, students must be able to...

• Research is the process of synthesizing information from others

• Process for selecting appropriate and relevant sources

• Points of view are based on the interpretation of the reader

• What is paraphrasing (putting information gathered into own words)

• How to access digital and print resources

• Structures for recording information found

• Systems to categorize/sort information

• Structure of a summary

• Different presentation structures (visual, verbal, written)

• Presentation requirements within a structure (volume, speed, intonation, eye contact, visuals)

• Experiences can be used to support research