THIRD GRADE CURRICULUM MAP NINE WEEKS LANGUAGE ARTS 2008-2009 VOCABULARY 3RD - 1ST 9 WKS - LA 08-09 ESSENTIAL QUESTIONS STRATEGY/ACTIVITY ASSESSMENT RESOURCES GPS & ELEMENTS & KEY QUESTIONS ELA3R1 The student ELA3R1 (Fluency) ELA3R1(Fluency) ELA3R1 (Fluency) ELA3R1 (Fluency) ELA3R1 (Fluency) – demonstrates the ability to read orally with speed, accuracy, and expression. (Fluency) The student: a. Applies letter-sound a. How do I use letter-sound DECODING a. Making Words a. Teacher Observations, a. by Month Phonics, knowledge to decode unknown patterns to help me pronounce ACCURACY Burke County Patterns Making Words and Making words quickly and accurately. new words? Assessment Big Words b. familiar text with b. How can I read with more EXPRESSION b. Teacher Modeling b. Teacher Observations, b. Self-Selected Books, expression. expression? Repeated Readings Individual Conferences Teacher Selected Passages specifically noting expression. c. Reads grade-level text at a c. Why should I reread text? FLUENCY c. Repeated Readings c. Teacher Observations, c. Reading Strategies, target rate of 60 words per REREAD Independent Reading/ Individual Conferences During Resources (McKenna) CTW minute. Paired Reading/Choral SSR p. 49 TEXT Reading d. Uses self-correction when d. Why do I need to SELF-CORRECT d. Strategy d. Independent Reading d. Reading Strategies Posters subsequent reading indicates when I am reading? Repeated Readings Conferences (RSR) an earlier misreading within Reading Strategies grade-level texts. ELA3R2 (Vocabulary) The ELA3R2 (Vocabulary) ELA3R2 (Vocabulary) ELA3R2 (Vocabulary) ELA3R2 (Vocabulary) ELA3R2 (Vocabulary) – – – – – – student acquires and uses
THIRD GRADE CURRICULUM MAP NINE WEEKS LANGUAGE ARTS 2008-2009 3RD - 1ST 9 WKS - LA 08-09 GPS & ELEMENTS ESSENTIAL QUESTIONS & KEY QUESTIONS VOCABULARY STRATEGY/ACTIVITY ASSESSMENT RESOURCES ELA3R1 – The student demonstrates the ability to read orally with speed, accuracy, and expression. (Fluency) The student: a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. familiar text with expression. c. Reads grade-level text at a target rate of 60 words per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. ELA3R1 (Fluency) a. How do I use letter-sound patterns to help me pronounce new words? b. How can I read with more expression? c. Why should I reread text? d. Why do I need to when I am reading? ELA3R1(Fluency) DECODING ACCURACY EXPRESSION FLUENCY REREAD TEXT SELF-CORRECT ELA3R1 (Fluency) a. Making Words b. Teacher Modeling Repeated Readings c. Repeated Readings Independent Reading/ Paired Reading/Choral Reading d. Strategy Repeated Readings Reading Strategies ELA3R1 (Fluency) a. Teacher Observations, Burke County Patterns Assessment b. Teacher Observations, Individual Conferences specifically noting expression. c. Teacher Observations, Individual Conferences During SSR d. Independent Reading Conferences ELA3R1 (Fluency) a. by Month Phonics, Making Words and Making Big Words b. Self-Selected Books, Teacher Selected Passages c. Reading Strategies, Resources (McKenna) CTW p. 49 d. Reading Strategies Posters (RSR) ELA3R2 – (Vocabulary) The student acquires and uses ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary)
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