Quarter 1 - Paterson Public Schools

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PACING GUIDE GRADE 3. Quarter 1. 41 Instructional Days. Harcourt Trophies Textbooks. Volume 3-1 Themes 1 and 2. C . Decoding and word Recognition.
Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs PACING GUIDE GRADE 3

C. Decoding and word Recognition



Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days

Volume 3-1 Themes 1 and 2

Use root words, basic prefixes (i.e. re- and ex-) and • suffixes (i.e. –ment and –tion) as a strategy



Decode multi-syllabic words



Use context to accurately read words with more than one pronunciation



Officer Buckle and Gloria TE 14A-42BB SE 14-41 Use Context to Confirm Meaning TE 14I, Transparency 2, SE 40, Practice Book p. 2 •

Distinguish between homophones in their writing

(For all of the above see Curriculum Frameworks G3R page 1 of 11)

Create word web around a base word (e.g., play, replay, playful, playground, and player)

Apply knowledge of basic syllabication rules when decoding four or five-syllable written words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion, and pe/per/o/ni.

Pepita Talks Twice TE 42A-68BB SE 42-63 Words TE 67D

Decoding Long

Nate the Great; San Francisco Detective TE 68A-100BB SE 7095 Decoding Long Words TE 68I, Transparency 21, SE 98, Practice Book 12 •

Record multi-syllabic words including homophones while reading grade-level text

Turtle Bay TE 156A-182BB SE 158-177 Homographs and Homophones 181D

Final 1/2/08

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs PACING GUIDE GRADE 3





Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days

Volume 3-1 Themes 1 and 2

Read connected text fluently and with accuracy and • at a conversational rate with appropriate expression. • Read 120 wpm (words per minute).

D. Fluency

(For all of the above see Curriculum Frameworks G3R page 3 of 11)

Final 1/2/08

Fluently read aloud grade level text with at least 90 percent accuracy. Read a Readers’ Theater script at a conversational rate with expression.



Demonstrate levels of increased fluency by reading sequential passages in the Oral Reading Fluency Assessment found in all Harcourt Trophies Teacher’s Edition.



Demonstrate fluency by reading 120 words per minute in grade level text.

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs PACING GUIDE GRADE 3

Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days •

E. Reading Strategies

• •

Volume 3-1 Themes 1 and 2

Use think-aloud, graphic organizers, webs, study guides, • Predict events and actions based upon prior knowledge and other tools to make covert comprehension processes and text features overt. Pepita Talks Twice TE 42A-68BB SE 42-63 Formulate questions and draw conclusions, using given Make and Confirm Predictions TE 42J information during reading. • Use a graphic organizer to summarize central ideas Summarize content by identifying important ideas and Allie’s Basketball Dream TE 100A-130BB SE 102-121 providing details after reading. Summarize TE 100J



Identify and use text features, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend.



Actively ask questions, visualize, make connections, and The Olympic Games: Where Heroes Are Made TE 130A-153P predict as they read. SE 132-147 Make Inferences TE 153A-153B, Transparency 42, Practice Use content or structure of sentence in the reading Book 23 selection to help determine the meaning of an unfamiliar word.







Make connections between their own personal experiences and what is happening in the text to draw conclusions and make inferences

Identify important information and provide supporting details for each important idea in a selection to summarize the text by using tools such as graphic organizers, outlining, and notes.

This will be an addendum to the Curriculum Frameworks.

Final 1/2/08

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs

F. Vocabulary and Concept Development

PACING GUIDE GRADE 3

Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days

Volume 3-1 Themes 1 and 2



Define words by breaking them into smaller parts using prefixes or suffixes that have been added to the root word.



Use surrounding text and pictures to understand unknown words.



Use context clues, language structure, phonetic strategies, and text structure to read.



Read a total of 250 - 300 sight words.



Demonstrate knowledge of prefixes and suffixes such as, un-, re-, dis-, mis-, im-, pre-, in-, -less, -able, -ly, -ful, and –er to clarify word meaning by completing a prefix and suffix chart (e.g., see Harcourt Trophies Theme 1 Volume 2 T.E.’s pg. 35D).



Use context clues to clarify the meaning of unfamiliar words such as: o a restatement, o a renaming or synonym, o an example, or o a direct description or definition included in the sentence or paragraph.

(For all of the above see Curriculum Frameworks G3R page 4 of 11)

Final 1/2/08

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs

G. Comprehension Skills and Response to Text

PACING GUIDE GRADE 3

Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days

Volume 3-1 Themes 1 and 2

• Distinguish between fact and opinion by employing self-questioning strategy such as, “Can this statement be proven?”



• Recognize transition words such as, “I think” or “I believe” that distinguish fact from opinion.

Students will apply understanding of language structure to make meaning from text by using context clues, such as a restatement, a renaming or synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.

• Identify word clues that determine cause/effect, fact/opinion, and main idea.

Officer Buckle and Gloria TE 14A-42BB SE 14-41 Use Context to Confirm Meaning TE 14J

• Distinguish between main idea and supporting details.



Identify narrative elements of a story.

Pepita Talks Twice TE 42A-68BB SE 42-63 Narrative Elements TE 42I, Transparency 11, SE 66, • Connect what is read with own background knowledge and experience in order to draw conclusions Practice Book 6-7 Nate the Great; San Francisco Detective TE 68A-100BB and make inferences. SE 70-95 • Understand that text formats can be used to set a Narrative Elements TE 99D purpose for reading. Allie’s Basketball Dream TE 100A-130BB SE 102-121 • Use meaning clues, language structure, phonetic strategies, text Narrative Elements TE 100I, Transparency 31, SE 128, structure, and surface features of text to read. Practice Book 17 (For all of the above see Curriculum Frameworks G3R page 5-6 of 11)

Final 1/2/08



Understand that nonfiction material, such as biographies and informational text, tells about real people, places, objects, and/or events.

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs PACING GUIDE GRADE 3

Quarter 1

Harcourt Trophies Textbooks

41 Instructional Days

G. Comprehension Skills and Response to Text

• Distinguish between fact and opinion by employing self-questioning strategy such as, “Can this statement be proven?” • Recognize transition words such as, “I think” or “I believe” that distinguish fact from opinion. • Identify word clues that determine cause/effect, fact/opinion, and main idea. • Distinguish between main idea and supporting details.

Volume 3-1 Themes 1 and 2 Nate the Great; San Francisco Detective TE 68A-100BB SE 70-95 Literary Forms TE 99A-99B Practice Book 13 The Olympic Games: Where Heroes Are Made TE 130A-153P SE 132-147 Elements of Nonfiction TE 130I, Transparency 40, SE 152, Practice Book 21-22 •

Find setting details and other information that help identify the author’s purpose.

Turtle Bay TE 156A-182BB SE 158-177

• Connect what is read with own background knowledge and experience in order to draw conclusions Author’s Purpose 156I, Transparency 50, SE 180, Practice Book 27 and make inferences. • Understand that text formats can be used to set a purpose for reading. • Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read. (For all of the above see Curriculum Frameworks G3R page 4 of 11)

Final 1/2/08

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Paterson Public Schools Office of Elementary Literacy K-8/Academic Support Programs PACING GUIDE GRADE 3

Quarter 1

Harcourt Trophies Textbooks

H. Inquiry and Research

41 Instructional Days

Volume 3-1 Themes 1 and 2



Ask relevant questions in order to comprehend text.



Generate clarifying questions in order to comprehend text. They may convert headings into a question they want answered, generate a question based on what has been read, or by stating “I am going to read this Turtle Bay TE 156A-182BB SE 158-177 passage to find out…” Classify and Categorize TE 181A-181B, Transparency 52, Practice Book p. 28 Use several approaches to note taking, such as





Use the writing process to initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information

informal outline and webbing notes in order to use as a study tool. (For all of the above see Curriculum Frameworks G3R page 9 of 11)

Final 1/2/08

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