FNWSU Literacy Curriculum GRADE 3 Power Standard #1 Literate Community Students participate as members of a 21 century literate community by creating,

comprehending, and responding purposefully to a range of media, images, and texts. (Aligns with Standards 1.4, 5.14)
Literate Community

st

Concepts

Skills/Strategies

Power Indicators

Common Local Assessment

Reading Extensively

-Read the equivalent of two instructional or independent level books a month (including summer months)

Active Listening
-Ask clarifying questions -Individual and Class Reading Logs? -Teacher Observations?

Reading Widely and In-Depth

- Read at least three different genres/ kinds of text and a variety of authors as in the following: literary texts: poetry, plays, fairy tales, fantasy, tall tales, realistic fiction informational: content trade books, text books, childrens magazines, dictionaries, glossaries, childrens newspapers practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders

-Restate information -Respond appropriately in a variety of modes -Be responsive, respectful to the speaker -Extend and apply -Make connections

Speaking
-Share knowledge and perspectives -Show awareness of audience by adapting language & style -Respond effectively to audience -Use language expressively -Speak clearly with appropriate pacing and volume -Assume roles in group communication tasks

- Read four books (or the equivalent) by an author, about a subject or in one genre -Develop reading stamina by increasing reading to 30-40 minutes per day (*******not in GEs but was in our last curriculum)

- Self-select reading materials of personal interest and reading ability -Participate in discussions about text: offer comments support evidence recommend books and other materials

FNWSU Literacy Curriculum Grade 3 Fall 2010

FNWSU Literacy Curriculum GRADE 3 Power Standard #2 Reading Strategies Students effectively apply a combination of word identification, vocabulary, monitoring, & broad comprehension strategies to help them read.
Visual recognition of print Word Study/Word Identification/Phonics Auditory recognition of language Early Reading Skills & Strategies Phonological Awareness Concepts of Print
Concepts Skills/Strategies Power Indicators Common Local Assessment

Word ID/Vocabulary
Apply word identification skills (including prefixes, suffixes in multisyllabic words) and uses resources to identify

(act of reading)
(Aligns with Standards 1.1, 1.13, 1.14, 1.18, 1.19, 2.1, 2.2, 2.6, 2.9, 3.2)

Word identification

-Read grade-appropriate words with automaticity

Analyzing word structure

and understand unfamiliar vocabulary words

FNWSU Literacy Curriculum Grade 3 Fall 2010

Sound-symbol correspondence -Decode multi-syllabic words through the use of Word patterns sounds, six-syllable types or word/spelling patterns including: prefixes, suffixes or variant spellings -Identify and use six-syllable types and rules of syllable division Syllables

Vocabulary

Word ID/Vocabulary
Apply word

^GatesMacGinitie Forms T & S

Identifying meaning of words

--Use strategies to unlock word meaning including: prefixes, suffixes, base words, context clues, and prior knowledge -Use resources to unlock word meaning including: dictionaries and glossaries

identification skills (including prefixes, suffixes in multisyllabic words) and uses resources to identify and understand unfamiliar vocabulary words

-Identify and use synonyms, antonyms, homonyms, Relationship of words (e.g. synonyms, homophones -Select appropriate word with multiple meanings to

FNWSU Literacy Curriculum Grade 3 Fall 2010

antonyms)

use in context -Describe words in terms of categories, functions or features

Comprehension Applying reading strategies to understand text -Use prior knowledge -Predict and make text-based inferences -Determine importance -Ask literal and clarifying questions -Visualize or imagine -Make connections -Locate and use text features -Use strategies in response to comprehension questions or prompts -Self-select and read a variety of texts at their independent reading levels -Participate in a conversation and or group discussion about text Monitoring Context and Self-Use context and self-correction strategies by predicting text, monitoring, adjusting and confirming

Broad Comprehension
Construct meaning of varied texts by activating prior knowledge, predicting, inferring, making connections, visualizing, asking questions, determining importance, and using text features while reading.

^F & P Text Level P ^GatesMacGinitie Forms T & S

Monitoring
Monitor and adjust reading by self-

^F & P Text Level P

FNWSU Literacy Curriculum Grade 3 Fall 2010

Correction Strategies

-Select correct use of words with multiple meanings, based on the context

correcting using sentence structure and context clues

Monitoring and Adjusting Strategies

-Sample a page of text for readability and interest -Preview text selection -Reread, adjust pace and use other strategies as needed

FNWSU Literacy Curriculum Grade 3 Fall 2010

FNWSU Literacy Curriculum GRADE 3 Power Standard #3 Reading Accuracy Students read grade appropriate text with accuracy and fluency in a way that makes meaning clear
Fluency: Oral reading
Rate & Accuracy Accuracy & Fluency ^F & P
Concepts Skills/Strategies Power Indicators Common Local Assessment

- Read grade appropriate material with at least 9094% accuracy at the end of grade 2 - Read grade-appropriate text with oral fluency at a rate of 80-100 correct words per minute.

Accuracy: Read
material appropriate for the end of grade 2 within the instructional range of 90-94% accuracy.

Benchmark Assessment Text Level M

(Instructional Level)

^Fluency Measure

Aligns with Standard 1.2

Phrasing (e.g. expression, punctuation)

of material appropriate - Read grade-appropriate text in a way that makes meaning clear by: ^reading with correct phrasing ^using good expression ^paying attention to punctuation for end of grade 2 demonstrates phrasing, expression and attention to text features at rates of 80100 correct words per minute (cwpm).

FNWSU Literacy Curriculum Grade 3 Fall 2010

FNWSU Literacy Curriculum GRADE 3 Power Standard #4 Reading Comprehension Students read, understand, interpret and analyze informational texts.
Initial Understanding of Informational Text
Concepts Skills/Strategies Power Indicators Common Local Assessment

-Obtain information from ALL text features

(including index, transition words/phrases) -Use text to answer questions about main ideas and key details -Identify features of a variety of informational text including reference (encyclopedias) and practical/functional (instructions) -Organize information to show understanding

-Use text features (the index, transition words, phrases, and subheadings) to locate information in order to answer literal and inferential questions about the text -Communicate learning by organizing information, paraphrasing and summarizing key details within or across texts

^F & P Level S

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.15, 2.1, 2.2, 2.7, 2.11

through charting, mapping, paraphrasing, and summarizing

FNWSU Literacy Curriculum Grade 3 Fall 2010

Analysis & Interpretation of Informational Text/Citing Evidence

-Connect and synthesize information within or across texts (i.e. create appropriate titles or form judgments/opinions about central or controlling ideas) -Make inferences about text including authors purpose or message -Make inferences about cause and effect -Distinguish fact from opinion

-Synthesize information from a variety of text -Determine authors purposes

FNWSU Literacy Curriculum Grade 3 Fall 2010

FNWSU Literacy Curriculum GRADE 3 Power Standard #5 Reading Comprehension Students read, understand, interpret and analyze literary texts.
Initial Understanding of Literary Text (Comprehension)
Concepts Skills/Strategies Power Indicators Common Local Assessment

When reading text, students will be able to cite evidence from the text to:
Identify characters, setting, problem, solution, major events or plot as appropriate to text (e.g. story map) Paraphrase or summarize key ideas/plot in an organized manner Identify characteristics of a variety of types of literary texts (e.g. poetry, plays, fairy tales) Identify literary devices /authors craft appropriate to genre (e.g. rhyme, alliteration, dialogue, or description) Reread, recall relevant details, and find answers to literal questions

Aligns with Standards 1.3, 1.15, 2.1, 2.2, 2.7, 2.11

Analyze physical and personality traits of characters using evidence from text Paraphrase and summarize plot Make logical predictions and connections based on evidence from text Make inferences about conflict Identify literary devices such as alliteration and description Identify authors message

^F & P Text Level P

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

FNWSU Literacy Curriculum Grade 3 Fall 2010

Analysis and Interpretation of Literary Text/ Citing Evidence

When reading text, students will be able to cite evidence from the text to:
Explain characteristics of main characters physical traits or personality traits by providing examples of thoughts, words or actions Identify causes and effects including characters possible motives Make basic inferences about main idea, problems, solutions, and conflicts Make logical predictions and infer authors message/lesson by identifying key words and details Use text and schema (prior knowledge) to make text-to-text and text-to-self connections Generate a personal response to what is read by comparing stories or other texts to related personal experience, prior knowledge, or books

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FNWSU Literacy Curriculum GRADE 3 Power Standard #2 Writing Dimensions/ Process Students apply the processes of writing including drafting, revising, editing, and critiquing to create a written product for the purpose of communication, discovery, or expression.
Prewriting, drafting, revising, editing, publishing
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Pre-write -Web, map, or outline ideas and details before writing - Determine purpose and audience Draft -Begin to establish voice/tone that is appropriate to the content and audience - Begin to organize related sentences into paragraph form with a topic sentence and supporting details - Write a cohesive piece which includes: Revise introduction with setting and context controlling idea (focus/thesis) supporting details transitions

Prewriting
Generate and share ideas on a given topic or focus and group them for a specific purpose

Drafting and Revision

-Develop a specific topic in a logical sequence using basic transitions and a conclusion -Revise writing for coherence, structure and details

Editing and Publishing

-Check for correctness by conferencing and

- Reread own writing to check for meaning and flow - Check for coherence and structure

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- Add details that enhance the story - Delete irrelevant details - Conference with others and use feedback to revise - Reflect on and improve writing using established criteria with support Edit -Edit with help from adults and peers -Use resources to correct spelling of unknown words -Use grade appropriate grammar, usage, and mechanics Publish

reading aloud -Share their final drafts with an intended audience

-Create and share text with an audience in a variety

of forms (handwritten, electronic, or visual display

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FNWSU Literacy Curriculum GRADE 3 Power Standard #3 Writing Conventions & Structures Students demonstrate command of the structures of English language by writing with appropriate English grammar and conventions.
Grammar, Usage, Mechanics, and Spelling
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Structure - Construct sentences with subject and predicate - Write a variety of complete simple sentences (declarative, exclamatory, and interrogative) Punctuation - Use apostrophes for contractions and possessives -Use hyphens to divide words at the end of a line - Use commas for lists, between town and state, and after the closing of a friendly letter - Write common abbreviations with a period Capitalization - Use capital letters correctly for titles of books and magazines - Capitalize abbreviations with period Formatting

Students will build meaning by

Using present, past, and future verb forms; pronouns; basic transitional words; and more concrete and vivid nouns, verbs, and adjectives.

Students will edit for clarity

Subject-verb agreement, paragraph indents, all capitals, and periods with abbreviations.

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- Begin to indent or block paragraphs Syntax - Begin to use a variety of sentence beginnings and structures including compound sentences - Begin to write increasingly detailed sentences Usage/Grammar -Begin to maintain verb tense (past, present, future) - Begin to understand subject/verb agreement - Begin to understand and correctly use nouns, verbs, adjectives, and pronouns - Begin to use homonyms, synonyms, and antonyms Spelling - Correctly spells grade-appropriate, high-frequency words - Uses es to form plural words ending in s, -x, -ss, sh, and ch - Add ed to words to show past tense - Gives a readable and accurate phonetic spelling for words that have not been taught - Represents each sound heard in a word with a

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feature of print - Correctly spells phonetically regular words with short vowels, consonant digraphs and blends, silent e words Handwriting - Consistently forms letters correctly - Consistently prints legibly on standard lined paper using appropriate margins and spacing -Begins to learn cursive formation

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FNWSU Literacy Curriculum GRADE 3

Concepts Skills/Strategies Power Indicators Common Local Assessment

Power Standard #4 Informational Writing Students will write informational pieces with purpose, organization, voice and details in order to show thinking through analysis, synthesis and evaluation.
Reports -Establish a topic (purpose) -State focus/controlling idea (purpose) on a topic -Group ideas into a beginning, middle, and end -Use basic transition words (e.g. first, then, next, finally) Purpose, Voice, Organization, Details (Elaboration) Response to Informational Text -Set context using author, title, and one reference to what text is about -State a focus (purpose), when responding to a given question -Connect prior knowledge, details, or references to text to support focus -Organize ideas, using basic transition words, and having a concluding statement/sentence (organization)

Purpose:
Set the context by

establishing a topic and stating a focus.

Voice:
Connect what is read to prior knowledge and comes out as voice.

Organization:
Logically organize ideas by using a beginning, middle, and concluding statement/sentence, begins to use transition words.

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-Include details/information relating to topic and relevant to focus

Details (Elaboration):
Elaborate on the focus by using relevant details from the text(s) while making connections and inferring.

Procedures -Provide a purpose with clear directions -Use numbering, bullets or words to arrange the steps in a logical manner -Use relevant vocabulary - Provide a list of materials - Provide a concluding statement

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FNWSU Literacy Curriculum GRADE 3

Concepts Skills/Strategies Power Indicators Common Local Assessment

Power Standard #5 Expressive Writing Students will write creatively with purpose, organization, voice and details in order to express identity, their own thoughts, ideas and feelings.
Narratives -Create a clear, understandable story line with beginning, middle, and end -Use details -Describe characters

Purpose:
Create a clear understandable story line/focus.

Voice:
Reflective Essay -Show evidence of individual voice. -Exhibit some reflection on thoughts or feelings through questioning or comparing.

Connecting between personal experiences and ideas

-Use details to establish place, time, and situation (purpose) - Establish focus, when responding to a given question or idea -Show evidence of individual voice -Exhibit techniques for reflecting on thoughts or feelings: questioning or comparing

Organization:
-Write a clear beginning, middle, and end.

Poetry

-Use simple poetic

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-Establish a clear topic or focus (purpose)

forms.

Use language effectively

-Use descriptive language to create visual imagery -Apply simple poetic forms Haiku Rhyming couplets Shape/concrete poems

Details (Elaboration):
-Elaborate on characters, setting, and plot. -Use simple visual images (poetry).

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