Glen Ridge Public Schools –Language Arts Literacy Curriculum Course Title: Language Arts Literacy Subject: Language Arts Literacy Grade Level: Third Grade Duration: Full year Prerequisite: N/a elective or Required

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Glen Ridge Public Schools –Language Arts Literacy Curriculum


Course Title: Language Arts Literacy

Subject: Language Arts Literacy

Grade Level: Third Grade

Duration: Full year

Prerequisite: N/A

Elective or Required: N/A

Language Arts Literacy Mission Statement

The Glen Ridge Language Arts Program establishes a foundation for lifelong learning and effective communication. Through a sequential and challenging curriculum, our students will become proficient readers, effective writers, active listeners and articulate speakers. Students learn to respect various points of view while displaying creative, collaborative, and critical thinking skills. The Language Arts Program enables our students to participate effectively in a technological, complex and ever-changing world.



Course Description:

The third grade language arts curriculum prepares students to achieve their maximum potential in language arts literacy through exposure to quality children’s literature in a wide variety of genres from which grade-appropriate reading strategies and skills are specifically taught. During this year, students continue to make connections between literature and other subjects and participate in structured discussions.Throughout the units, students write for a variety of purposes and audiences including reports, letters, stories, poems, and descriptions; they continue to work on grammar and punctuation. By the end of third grade, students should be ready to start writing simple essays and speeches. They are able to read on a range of topics and have background knowledge that will help them with the challenges of upper elementary school and beyond.



Author: Karen Bauer and Lauren Liberman

Date Submitted: Summer 2011


Language Arts
Unit 1: Our World
Approximate Duration: 6 weeks
Essential Questions:


  • What can we learn from stories about our world?

  • What places in the world would you like to learn about?

  • What group of people and cultures would you like to explore?


Upon completion of this unit students will be able to:

In reading

  • Read and discuss selections in different genres that develop the theme of “our world.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

  • Identify elements of different genres. 3.RL.9

  • Apply a variety of reading strategies such as setting purposes for reading, making predictions, and monitoring comprehension before, during, and after reading. 3. RI.2. 3.RL.1

  • Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading. 3.RF.3 3.RI.4

  • Analyze story structure. 3.RL.5 3.RL.9

  • Demonstrate comprehension through retelling or summarizing ideas. 3.RL.2 3.RL.1

  • Cite evidence from text to support conclusions. 3.RL.1 3.RL.7

  • Identify elements of a story, such as characters, setting, plot, problem and solution. 3.RL.3 3.RL.5 3.RL.9

  • Interpret the main idea and details. 3.RL.2
  • Increase vocabulary by using a variety of vocabulary strategies, in particular to use a dictionary, word parts, and context clues for meaning. 3.RF.3 3.L.4


  • Use a glossary and/or index to locate information in a text. 3.RI.5

  • Understand and use a variety of text features, in particular diagrams, time lines, and bar graphs. 3.RI.7

  • Read aloud with fluency including proper phrasing, intonation, rhythm, flow, meter, and proper use of punctuation. 3.RF.4

  • View images critically and create visual interpretations by completing activities. 3.RI.7

  • Read longer texts and chapter books independently and silently. 3.RL.10


In speaking and listening

  • Make presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

  • Develop listening and speaking skills by completing activities. 3.SL.1 3.SL.6


In grammar

  • Identify a sentence as a group of words that tells a complete thought. 3.L.1

  • Identify the subject and predicate of a sentence. 3.L.1

  • Write sentences with subjects and predicates. 3.L.1

  • Identify and utilize the four different types of sentences with correct punctuation. 3.L.1 3.L.2

  • Recognize prepositional phrases in sentences and add them to make sentences more complete. 3.L.1

  • Differentiate between complete and fragmented sentences; correct fragments. 3.L.1

  • Develop sentences which give more information when using describing words or phrases. 3.L.3


  • Combine sentences to form compound sentences. 3.L.1

  • Identify run-on sentences and rewrite them correctly. 3.L.1

  • Review the proofreading marks. 3.W.5


In spelling

  • Decode and spell grade appropriate words, in particular those with short vowels, CVCE pattern, and words with long /a/, /o/, /i/. 3.L.2


In writing

  • Write daily for a variety of reasons, including to express ideas, develop voice, and to respond to selections and prompts. 3.W.1 3.W.2 3.W.3

  • Generate ideas for writing in a writer’s notebook. 3.W.4

  • Introduce imagery and simile. 3.L.3 3.L.5

  • Develop writing in a variety of modes, in particular, to complete a personal narrative, friendly letter, simple book review, an unrhymed poem, an acrostic poem and introduce writing a paragraph. 3.W.1 3.W.2 3.W.3

  • Develop the writing process, starting with prewriting to publication. 3.W.5

  • Write routinely over extended time frames for different purposes. 3.W.10


Interdisciplinary Standards

  • Standard 9.1 -21st Century Life and career skills.

Students will demonstrate their creative skills in guided reading center projects, think critically when discussing literature in whole and small groups, and collaborate in mini center projects or literature circles.


  • Standard 8.1 – Computer and information Literacy

Students gather information about Antarctica, and various locations around the world.

Activities may include:

  • Read unit selections and self-selections and respond in a variety of ways.

  • Reading stories and poetry from www.highlightskids.com

  • Practicing skills with www.gamequarium.org

  • Creating acrostic poem on www.readwritethink.org/materials/acrostic

  • Develop a bar graph as a center on http://nces.ed.gov/nceskids/CreateAGraph/default.aspx

  • Practice skills with Practice O and G.U.M. workbooks.

  • Review main idea on www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html

  • Listen to audio clips about animal habitats and/or penguins.

  • www.harcourtschool.com/menus/preview/trophies/preview.html go to “Grammar Gold” (review of sentences) and “Test Tutor” (story elements)


Writing Assignments may include the following:

  • Personal narrative.

  • Writer’s notebook to gather ideas and write reflections.

  • Friendly letter.

  • Acrostic poem and/or a free form poem.

  • Simple book review on an independent book read in class.

  • Respond to literature in a paragraph.

  • Summarizing a story selection.

  • Draw four settings and create a story based on one of them


Enrichment Activities may include the following:
  • Investigate travel ads from print and electronic media sources. Students create a travel brochure for a real or imaginary place.


  • Reader’s Theater from www.readinglady.com/index.php?

  • Research life in Antarctica or wildlife habitats, students sharing with a visual and/or an oral presentation.

  • Create a foldable to describe character, setting, and plot.

  • Develop a time line based on childhood events.

  • Research Venice, Pompeii, Mt. Vesuvius, Paris, Alexandria, Athens, and the Acropolis mentioned in the G.U.M. grammar book. Select ways to share the information.


Methods of Assessments/Evaluation may include:

  • Study Island and Spelling City

  • Think/pair/share

  • Exit slips

  • Journal reflection or response

  • Center activities and projects

  • Portfolio and writer’s notebook

  • Weekly assessments, Unit tests

  • DRA2/running records

  • Anecdotal notes

  • Classwork, independent work, and homework

  • Observation, whiteboards

Resources:

  • Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

  • Various leveled trade books may include:

Mr. Putter and Tabby Pick the Pears by Arthur Howard

An Ant’s Day Off by Bonny Becker

Ramona Quimby by Beverly Clearly

  • Various picture books such as:

Owl Moon by Jane Yolen (model imagery)

Important Thing by Margaret Wise Brown (teach main idea)

The Art Lesson by Tomie dePaola (main idea and supporting details)

Tuesday by David Wiesner (making predictions)

Snowflake Bentley by Jacqueline Briggs Martin (main idea) (narrative and informational writing)


Mufaros’s Beautiful Daughter by John Steptoe (analyze character)

Paper Bag Princess by Robert Munsch (analyze character)

Two Bad Ants by Chris Van Allsburg (analyze character)

Fireflies by Julie Brinckloe (setting that creates a mood or ending)

Shortcut by Donald Crews (personal narrative)

The Paper Boy by Dav Pilkney (personal narrative)

Salt Hands by Jane Chelsea Aragon (personal narrative)

Tar Beach by Faith Ringold (introduce similes)

Mailing May by Michael O. Tunnell (problem and solution and organization)

Dogteam by Gary Paulsen (sentence fluency)


  • G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

  • DRA2

  • Treasure’s reading workbook, Practice O, Macmillan/McGraw-Hill, 2007


Online Resources:

  • Teacher webpage

  • Online textbook resource www.macmillanmh.com

  • Study Island

  • Spelling City

  • Story activities from http://thirdgrade.okaloosaschools.wikispaces.net/Reading+Unit+1

  • www.brainpop.com

  • www.bookadventure.com

  • Letter writing site for practice on http://readwritethink.org/materials/letter_generator

Unit 2: Investigations


Approximate Duration: 6 weeks
Essential Questions:
  • Investigations help us learn about our world. What investigations would you make as a detective, scientist, or historian?


  • How are the words “creative” and “inventive” similar? How are they different?



Upon completion of this unit students will be able to:

In reading

  • Read selections in different genres that develop the theme of “investigations.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

  • Apply a variety of reading strategies such as setting purposes for reading, making predictions, and monitoring comprehension before, during, and after reading. 3.RI.1 3.RI.2

  • Generate questions while reading. 3.RL.1

  • Demonstrate comprehension through retelling or summarizing ideas. 3.RL.2

  • Differentiate between fact and opinion. 3.RI.8 3.RI.6 3.RL.6

  • Identify author’s purpose or purpose of the text. 3.RL.1

  • Recognize author’s point of view and opinions, as well as use of humor, sarcasm, and imagery. 3.RL.1 3.RL.4

  • Differentiate between fantasy and reality. 3.RL.1 3.RL.2

  • Define and identify antonyms. 3.RI.4

  • Identify parts of a book. 3.RI.5

  • Identify and understand photos with captions. 3.RI.7

  • Recognize purposes for print conventions such as italics, pronunciation keys, boldface, and headings. 3.RI.5

  • Reinforce reading aloud for fluency. 3.RF.4
  • Continue to view images and create interpretations orally and written. 3.RI.7


  • Continue to read longer texts and chapter books independently and silently. 3.RL.10


In speaking and listening

  • Develop listening and speaking skills through making presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4


In grammar

  • Identify the four different types of sentences and apply correct ending punctuation. 3.L.2

  • Define proper nouns and capitalize them correctly in sentences. 3.L.2

  • Recognize and use initials and abbreviations in writing. 3.L.2

  • Capitalize appropriate words in titles. 3.L.2

  • Recognize the correct possessive form of nouns. 3.L.1

  • Form and use contractions. 3.L.2

  • Use commas in a series and after introductory words. 3.L.2

  • Demonstrate the correct use of quotation marks. 3.L.2

  • Reinforce the use of proofreading marks when checking written work. 3.W.5



In spelling

  • Decode and spell grade appropriate words, in particular those with long /e/, /ch/, /th/, /wh/, /sh/, consonant blends, and words with silent letter combinations such as gn, kn, and wr. 3.L.2
  • Spell grade appropriate plural nouns correctly. 3.L.2



In writing

  • Continue to develop writer’s notebook. 3.W.4

  • Write an opening and closing statement in a paragraph. 3.W.4

  • Recognize and practice ways to restate a question, when responding to literature. 3.W.1

  • Summarize a story selection. 3.W.2

  • Introduce alliteration and review similes to enhance writing. 3.L.3

  • Write a persuasive paragraph and/or letter. 3.W.1

  • Create a persuasive poster on a given topic. 3.W.1

  • Apply a variety of revision and editing skills in writing. 3.W.5

  • Write a movie or television review. 3.W.1

  • Develop the writing process, and publish one piece. 3.W.5 3.W.6

  • Write routinely over extended time frames for a range of different purposes. 3.W.10


` Interdisciplinary Standards

  • Standard 9.3 – Career Awareness, Exploration, and Preparation

Students will engage in the process of career awareness through literature.

  • Standard 6.1 – U.S. History: America in the World

Students will acquire the knowledge to think about past inventions and how they shaped American heritage and life.
Activities may include:

  • Read unit selections and self-selections and respond in a variety of ways.
  • Practice skills with Practice O and G.U.M. workbooks.


  • Select a poem and record reading it or reciting it to the class.

  • Review fact and opinion with http:www.quia.com/iq/24723.html

  • Create a cartoon with appropriate dialogue between the characters. Use online comic maker site.

  • After completion of unit 2, read Shark Lady: True Adventures of Eugenie Clark by Ann McGovern or Stone Fox by John Reynolds Gardiner, as a class novel.



Writing Assignments may include the following:

  • Write a persuasive letter to a parent, requesting they make a favorite dessert or dinner.

  • Produce a persuasive writing piece, a persuasive paragraph, or persuasive poster utilizing the writer’s process.

  • Create a cover for their binder using Word Art or Microsoft Word for their published copies of writing pieces this year.

  • Continue gathering ideas in Writer’s Notebook.

  • Summarize a book in a letter to the teacher.


Enrichment activities may include the following:


  • Research and create a poster of jobs dogs do for humans.

  • Read some fables and share one with the class.

  • Write a fable and add a watercolor for an illustration.

  • Write an essay based on a collection of photos from home, complete with captions.

  • Respond to a story with photo by answering questions from:

www.nytimes.com
Methods of Assessments/Evaluation may include:

  • Study Island and Spelling City

  • Weekly assessments,Unit test

  • Classwork, independent work, and homework

  • Center activities and projects
  • Writer’s notebook and Writing portfolios


  • Brain Pop

  • Thumbs Up/Thumbs Down

  • Journal reflection

  • Oral presentation

  • Poster/display

  • Anecdotal notes

  • DRA2/running records


Resources:

  • Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

  • G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

  • Practice O workbook, Macmillan/McGraw-Hill, 2007

  • Read Aloud Anthology MacMillan/McGraw-Hill




  • Various trade books may include:

Why Do Birds Sing? by Joan Holub

Are Trees Alive? by Debbie S. Miller

Elephants Can Paint Too! by Katya Arnold


  • Various picture books may include:

Stellaluna by Janell Cannon (fact and fantasy)

I’m in Charge of Celebrations by Byrd Baylor (generating ideas in writing)

Some Smug Slug by Pamela Duncan Edwards (alliteration)

Jumanji by Chris Van Allsburg (fantasy and reality and word choices)

I Wanna an Iguana by Karen Kaufman Orloff (persuasive writing)

Z was Zapped by Chris Van Allsburg (word choices)

Officer Buckle and Gloria by Peggy Rathmann (voice)

Chicken Sunday by Patricia Polacco (summarize)

The True Story of the Three Little Pigs by Jon Scieszka (dialogue)


Online Resources

  • Online textbook resource www.macmillanmh.com

  • Study Island
  • Story activities from http://thirdgrade.okaloosaschools.wikispaces.net/Reading+Unit+2


  • www.linktolearning.com/language.htm

Game Goo (antonyms)

Power Proofreading

Elements of a story

Aesop’s Fables



  • Reader’s Theater http://www.aaronshepard.com/

  • Discovery Ed/United Streaming video

Unit 3: Discoveries


Approximate Duration: 6 weeks
Essential Questions:

  • Have you ever made a discovery?

  • What are some different kinds of discoveries?

  • What new discoveries could help today?


Upon completion of this unit students will be able to:

In reading

  • Read selections in different genres that develop the theme of “discoveries”. 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

  • Analyze story/text structure. 3.RL.1

  • Visualize while reading. 3.RL.7

  • Make inferences. 3.RL.1

  • Identify setting and plot. 3.RL.1

  • Distinguish between cause and effect. 3.RL.1 3.RI.8

  • Retell or summarize stories in proper sequence. 3.RI.8 3.RL.3

  • Define and identify synonyms, homophones, and understand multiple meanings of words. 3.RF.3

  • Use thesaurus to find synonyms. 3.L.4

  • Use context clues to determine meaning of unfamiliar words. 3.L.4 3.RL.4
  • Use a dictionary to look up unfamiliar words, homophones, and multiple meaning words. 3L.4


  • Understand and use a variety of text features, in particular charts, directions, and interviews. 3.RI.7

  • Reinforce reading aloud with fluency. 3.RF.4

  • View and interpret images critically. 3.RI.7

  • Develop study skills such as using the library and search tools to find information. 3.RI.5


In speaking and listening

  • Develop listening and speaking skills through making presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4


In grammar

  • Identify nouns (common, proper, singular, and plural) and apply them correctly in sentences. 3.L.1

  • Capitalize proper nouns. 3.L.2

  • Identify and use different types of pronouns. 3.L.1

  • Identify and use verbs (action, past tense, and linking verbs). 3.L.1

  • Identify and use adjectives in sentences. 3.L.1

  • Recognize words (and, but, or) to help join sentences to create a compound sentence. 3.L.1

  • Reinforce the use of proofreading marks when checking written work. 3.W.5



In spelling

  • Decode and spell grade appropriate words, in particular those with /ar/, /or/, /ar/, /ur/, /u/ and /oi/. 3.L.2



In writing
  • Write a variety of descriptive settings. 3.W.3


  • Use dialogue to develop experiences and events in a story. 3.W.3

  • Build an awareness of the way authors use paragraphs. 3.RI.8

  • Begin to develop proper paragraphing including indentation, topic, and closing sentences, organization, and supportive details. 3.W.1 3.W.2 3.W.3 3.W.4

  • Write an entertaining fictional narrative. 3. W.3.

  • Write a character sketch using description. 3.W.3

  • Identify characteristics of a Haiku. 3.W.3

  • Conduct a short research project that builds knowledge about a topic. 3.W.7

  • Use a variety of revision and editing skills in writing. 3.W.5

  • Write routinely over extended time frames for a range of different purposes. 3.W.10


Interdisciplinary Standards

  • Standard 6.1 – U.S. History: America in the World

Students will acquire the knowledge to think about past inventions and how they shaped American heritage and life.

  • Standard 8.1 – Computer and Information Literacy




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