Common Core State Standards Curriculum Guide for Third Grade

Transcription

Common Core State Standards
Curriculum Guide for Third Grade
Revised Summer 2013
Table of Contents
Third Grade
Introduction ........................................................................................................................................................ 3
Third Grade Common Core English Language Arts Overview Quarter 1 .............................................................. 4
Third Grade Common Core English Language Arts Overview Quarter 4 ............................................................ 10
Third Grade ELA CCSS Map................................................................................................................................ 12
Third Grade Common Core Math Overview ...................................................................................................... 13
ELA Resources ................................................................................................................................................... Ϯϭ
Math Resources ................................................................................................................................................ 2Ϯ
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 2
Common Core State Standards (CCSS) Introduction
This grade-level overview is a companion piece to be used in tandem with the CCSS ELA and Math Standards. Teachers should refer to the actual
standards frequently to ensure full implementation, as well as using CCSS academic language when creating daily objectives, rubrics and
assessments.
Purpose of Grade-Level Overviews
• Provides a year-long plan to guide teacher implementation of curriculum aligned to the CCSS
• Assists in weekly grade-level team planning
• Provides a consistent suggested sequence of instructional delivery throughout SFPS
• Provides ways to check for understanding/essential learning targets that serve as the basis for assessment
Organization
• Series of units/quarters divided into suggested weekly and or daily increments
• Series of units/quarters are based on CCSS driven skills and concepts
• Embedded/Recurring Standards (e.g. those taught frequently throughout the year) listed in separate section (ELA only)
• Essential learning targets serve as ways to check for understanding and provide a basis for assessment
• Essential learning targets are presented as “I Can” statements or objectives
• Assessment/Evidence of mastery is required, but can be customized by each grade-level team
• Core instructional resources may differ by school sites or grade-level teams
Time Frame
• Units/Quarters encompass approximately 30 weeks of instruction per academic school year
o Please Note: There are approximately 125 instructional days prior to the state mandated standardized assessment.
• Recognizes time required for mandated assessments, parent-teacher conferences, and any additional non-instructional days
• Additional time can be used for re-teaching, enriching, extending learning
“What am I learning...Why is it important...How do I know when I know it?”
Third Grade Common Core English Language Arts Overview
Quarter 1
Embedded Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year.
For Reading, Language and Speaking/Listening in each Unit
Cite Evidence
Analyze Content
RL/RI.3.1, RL/RI.3.10
RL/RI.3.2-9, SL.3.2-3
Study & Apply
Grammar
L.3.1-3, SL.3.6
Study & Apply
Vocabulary
L.3.4-6
Reading Foundation Skills
Phonics and Word Recognition
Fluency
RF.3.3.a-d
Conduct Discussions
Report Findings
SL.3.1
SL.3.4-6
Writing Skills
Writing Process
RF.3.4.a-c
W.3.4-6, W.3.10
Essential Question: How do writers use language to effectively communicate their desired purpose in a piece of narrative writing?
Final Product/Assessment: Student-produced narrative writing piece and comprehension assessments
Weeks 1 and 2
DIBELS Next/IDEL – Aug. 19 – Sept. 6
Standards
RL.3.2, RL.3.7
(ongoing)
Student Learning Target:
Retell stories and explain how illustrations assist in understanding the text.
Assessments of Essential Learning Targets
SL.3.4
L.3.1a, b, c, f, i
Report orally using facts and details.
Explain different parts of speech when speaking and writing simple and
complex sentences.
•
•
•
•
Week 3
Standards
RL.3.1, RL.3.3
(ongoing)
SL.3.1a-d
L.3.2a, e, f, g
DEA Assessment A – Aug. 26 – Sept. 6
Ask and answer questions citing evidence from the text.
Explain how the main characters’ thoughts, motivations, and actions affect
the outcome of the story.
Engage effectively in collaborative discussions.
Consult reference materials and demonstrate correct capitalization,
punctuation, and spelling when writing.
Graphic organizer (e.g. story maps, webs, outlines,
timelines, flow charts, etc.)
Oral presentation using rubrics focusing on
presentation, verbal and non-verbal skills, etc.
Written products demonstrating correct
conventions of grammar
Assess with rubrics
•
•
•
Mixed-format questions (including open-ended
questions) requiring students to cite evidence (e.g.
location in text, page and paragraph)
Informal assessment (e.g. participation rubric)
Written product or graphic organizer in Reading
Response Journal
Quarter 1 Continued
Essential Question: How do writers use language to effectively communicate their desired purpose in a piece of narrative writing?
Final Product/Assessment: Student-produced narrative writing piece and comprehension assessments
Weeks 8 and 9
Week 7
Week 6
Week 5
Week 4
Standards
RL.3.1, RL.3.3
(ongoing)
•
Teacher-generated assessment (e.g. anchor charts,
skills based, story maps, etc.)
Reading Response Journal
Mixed-format assessment
Informal assessment (e.g. anecdotal records,
observation, checklist)
Rough draft and revised draft
Comprehension assessments
W.3.3a-d
L.3.4a-d
(ongoing)
Ask and answer questions citing evidence from the text.
Explain how the main characters’ thoughts, motivations, and actions affect
the outcome of the story.
Write a narrative while organizing events from a story.
Use context clues, affixes, root words, dictionaries, and glossaries to
determine the meaning of unknown words and phrases.
Standards
Compare/contrast the characters’ points of view, author’s point of view,
and the reader’s point of view.
•
•
W.3.4, W.3.5
Plan, revise, and edit writing to produce a written piece focusing on
purpose and audience.
L.3.6
Use grade-level academic language correctly.
•
Standards
W.3.8
Gather and organize information from a variety of sources.
W.3.3.a-d, W.3.4,
W.3.5
Write a narrative using the writing process.
•
Standards
RL.3.2
Determine the theme and use details from the text to explain the central
message or moral.
RL.3.9
Compare and contrast texts by the same author.
W.3.3a-d
Write a narrative.
•
•
•
RL.3.2
Determine the theme and use details from the text to explain the central
message or moral.
RL.3.6
RL.3.4,
L.3.5.a-c
Standards
RL.3.9
W.3.3a-d
Use strategies and context clues to determine the meaning of words and
phrases in a text.
Compare and contrast texts by the same author.
Write a narrative.
•
•
•
•
•
Oral or written response
Written product that demonstrates use of writing
process (planning/organization, revision, editing,
final draft). Rubrics.
Writing Notebook (e.g. vocab. lists, glossaries,
content-based vocabulary)
•
•
•
•
•
Informal assessment
Written product
Rough draft and revised draft
Graphic organizer to identify theme and
compare/contrast while listing details
Theme-based comparison charts
Written product
Teacher/Student conferencing
•
•
•
•
Graphic organizers
Written product
Final presentation
“Common Theme” bulletin board
Quarter 2
Embedded Standards: These standards are year long ongoing standards that should be taught to mastery by the end of the year.
Cite Evidence
Analyze Content
RL/RI.3.1,
RL/RI.3.10
RL/RI.3.2-9, SL.3.2-3
Study & Apply
Grammar
L.3.1-3, SL.3.6
Study & Apply
Vocabulary
L.3.4-6
Phonics and word recognition
Fluency
RF.3.3.a-d
Conduct Discussions
Report Findings
SL.3.1
SL.3.4-6
Writing Skills
Writing Process
RF.3.4.a-c
W.3.4-6, W.3.10
Essential Question: How do writers use language to effectively communicate their desired purpose in a piece of expository writing?
Final Product/Assessment: Student-produced Informative/Explanatory Writing and comprehension assessments
Standards
Use the writing process to write an informative text/research report.
SL.3.2
Determine the main idea and supporting details of a text presented in various
formats.
•
Standards
RI.3.7, RI.3.5
(ongoing)
W.3.2a-d
SL.3.4
Standards
RI.3.4
(ongoing)
W.3.7, W.3.8
Orally report on a topic using facts and details.
L.3.6
Standards
RI.3.3
W.3.2a-d,
W.3.4-3.6
L.3.6
Week 4
Week 1
W.3.2a-d
•
•
•
Week 2
Ask and answer questions citing evidence and key details from informational
text to determine the main idea.
Week 3
RI.3.1, RI.3.2
(ongoing)
Use text features to find information and understand the text.
•
•
•
•
Informal assessment
Graphic organizers focusing on citing evidence to
determine main ideas/ details
Rubrics
Student generated work
Rubrics
Graphic organizers
Text feature student-made booklet
Dictionary/resource scavenger hunt
•
• Informal assessment (checklist, observation,
Gather and organize information from a variety of sources to research a topic.
•
•
•
Use strategies to determine the meaning of words and phrases of a text.
Describe the relationship in a series of events.
•
•
•
•
anecdotal records)
Graphic organizers for vocabulary
Rough draft
Close Reading activities
Reading Response Journals
Graphic organizers
Rubrics
Final draft
Quarter 2 Continued
Weeks 8 and 9
Week 7
Week 6
Week 5
Essential Question: How do writers use language to effectively communicate their desired purpose in a piece of expository writing?
Final Product/Assessment: Student-produced Informative/Explanatory Writing and comprehension assessments
Standards
RI.3.8
Identify informational text patterns such as comparison, cause/effect, and
sequence.
W.3.7, W.3.8 Gather and organize information from a variety of sources to research a topic.
L.3.6
Standards
RI.3.3, RI.3.8
Identify informational text patterns and describe the relationship in a
series of events.
W.3.2a-d,
W.3.4-3.6
SL.3.6
Speak in complete sentences to provide detail or clarification.
Standards
RI.3.6
Compare the reader’s point of view to the author’s point of view.
W.3.1a-d
Write an opinion piece with supporting details.
SL.3.3
Ask and answer questions about information from a speaker.
Standards
RI.3.9
DEA Assessment B – Dec. 16 – Jan. 10
Compare and contrast two informational texts about the same topic.
W.3.1a-d
Write an opinion piece with supporting details.
SL.3.5
Use technology and visual elements to enhance a story or poem.
•
•
•
•
Informal assessment
Graphic organizers
Rough draft
• Reading Response Journal
• Informal assessment
• Graphic organizers
• Final draft
• Writing Notebook
• Rubrics
• Rough draft and revised draft
• Oral presentation/project
• Edited draft and final draft
• Student prepared visuals (e.g. photographs,
illustrations, realia)
Quarter 3
Cite Evidence
RL/RI.3.1, RL/RI.3.10
Analyze Content
RL/RI.3.2-9, SL.3.2-3
Study & Apply Grammar
L.3.1-3, SL.3.6
Fluency
RF.3.3.a-d
Study & Apply Vocabulary
L.3.4-6
Conduct Discussions
SL.3.1
Writing Skills
Writing Process
RF.3.4.a-c
Report Findings
SL.3.4-6
W.3.4-6, W.3.10
Week 4
Week 3
Week 2
Week 1
Essential Question: What are the unique characteristics of the various reading/writing genres?
Final Product/Assessment: Student-produced writing pieces of various genres and comprehension assessments
DIBELS Next/IDEL – Jan. 6 - 17
Standards
RI.3.3, RI.3.8
W.3.2a-d
W.3.7, W.3.8,
RI.3.5
Standards
RI.3.3, RI.3.8
W.3.2a-d
W.3.7, W.3.8,
RI.3.5
Standards
RI.3.1, RI.3.2
(ongoing)
W.3.2a-d
SL.3.2
Determine the main ideas and supporting details of a text presented in various
formats.
•
Standards
RI.3.9
W.3.1a-d
L.3.6
Use informational text patterns to describe the relationship in a series of
events.
Gather and organize information from a variety of sources to create a research
project.
Use informational text patterns to describe the relationship in a series of
events.
Gather and organize information from a variety of sources to create a research
project.
Ask and answer questions citing evidence and key details from informational
text to determine the main idea.
Compare and contrast two informational texts about the same topic.
Write an opinion piece providing reasons that support the writer’s opinion.
•
•
•
•
Graphic organizers (sequencing, cause & effect)
Student planning page
Rough and revised drafts
Informal assessment (e.g. checklists, pair share,
collaborative discussions)
•
•
•
•
•
Edited and revised drafts
Research project
Student-generated work
Mixed-format assessment
•
•
•
•
•
•
•
Interview
Biography
content-based vocabulary, word banks)
Informal assessments
Informal assessment
Graphic organizers
Rubrics
Quarter 3 Continued
Essential Question: What are the unique characteristics of the various reading/writing genres?
Final Product/Assessment: Student-produced writing pieces of various genres and comprehension assessments
Standards
Week 5
RL.3.7, RI.3.7
Week 6
Week 7
Use information from illustrations and words to understand the
text.
W.3.1a-d
Write an opinion piece providing reasons that support the writer’s
opinion.
L.3.1a-i
L.3.2a-g
Demonstrate correct usage of conventions of grammar when
speaking and writing.
RL.3.9, RL3.1
Cite text to compare and contrast themes, settings, plots of stories
written by the same author.
Standards
Weeks 8-9
W.3.3a-d
Write a narrative of real or imagined experiences or events.
L.3.3a,b
Write and speak the English language correctly and choose words
for specific purposes.
Standards
RL.3.4
•
•
•
Graphic organizer (e.g. story maps, webs, outlines,
timelines, flow charts, etc.)
Oral presentation using rubrics focusing on presentation,
verbal and non-verbal skills, etc.
Written products demonstrating correct conventions of
grammar/rubrics
•
•
•
Mixed-format questions (including open-ended questions)
requiring students to cite evidence (e.g. location in text,
page and paragraph)
Informal assessment (e.g. participation rubric)
Written product or graphic organizer in Reading Response
Journal
W.3.3a-d
Use strategies and context clues to figure out the meaning of words
and phrases in a text.
Standards
RL.3.5
Use terms such as genre, chapter, scene, and stanza to refer to
parts of a story and poems.
W.3.3a-d
•
•
•
•
•
•
•
•
Informal assessment
Graphic organizers
Rubrics
Informal assessment
Graphic organizers
Rubrics
Quarter 4
Cite Evidence
Analyze Content
RL/RI.3.1,
RL/RI.3.10
RL/RI.3.2-9, SL.3.2-3
Study & Apply
Grammar
L.3.1-3, SL.3.6
Study & Apply
Vocabulary
L.3.4-6
Phonics and word recognition
Fluency
RF.3.3.a-d
Conduct Discussions
Report Findings
SL.3.1
SL.3.4-6
Writing Skills
Writing Process
RF.3.4.a-c
W.3.4-6, W.3.10
Essential Question: How can students demonstrate independence and proficiency using increasingly complex texts?
Final Product/Assessment: Book Club presentations focusing on chapter books
Week 3
Week 2
Week 1
Standards
SBA – Mar. 10 – Apr. 4
(SBA Review)
RI.3.3, RI.3.8
Use informational text patterns to describe the relationship in a
series of events.
W.3.10
Write for a designated amount of time.
Standards
RL.3.10, RI.3.10
Re-teach, Enrich, Extend (SBA testing)
Read, understand, and identify all genres that are more challenging.
W.3.3a-d
Standards
RL.3.10, RI.3.10
Re-teach, Enrich, Extend (SBA testing)
W.3.3a-d
•
•
•
•
•
Write to a given topic using writing process
Timelines, cause/effect charts, sequence charts
Close reading
Partner writing/Shared writing
Learning/Review games (e.g. Jeopardy)
•
•
•
•
Book Clubs
Writing play scripts, shared writing
Chants, charts,
Learning/Review games (e.g. Jeopardy)
Shared Reading/Shared Writing
•
•
•
•
•
Book Club summarizing, presentations
Writing play scripts, comic strip sequencing
Chants
Writing word problems
Quarter 4 Continued
Essential Question: How can students demonstrate independence and proficiency using increasingly complex texts?
Final Product/Assessment: Book Club presentations focusing on chapter books
Standards
Week 5
Week 4
RL.3.2
L.3.5
Determine the theme and use details from the text to explain the
central message or moral.
Use strategies and context clues to figure out the meaning of words
and phrases in a text.
Use strategies and context clues to determine the meaning of
words and phrases in a text.
Standards
RL.3.4
RL.3.2
RL.3.10, RI.3.10
W.3.10
Week 6
Standards
RL.3.6
RL.3.10, RI.3.10
W.3.1a-d
Week 7
Standards
Weeks 8-9
RL.3.10
Determine the theme and use details from the text to explain the
central message or moral.
Write for a designated amount of time for a variety of purposes.
Compare the reader’s point of view to the author’s point of view.
Read, understand, and identify all genres that are more
challenging.
Write an opinion piece providing reasons that support the writer’s
opinion.
•
•
•
•
Figurative/Literal language chart
Thesaurus/Dictionary treasure hunt games
Detail/Theme graphic organizer
Shades of Meaning word games
•
•
•
•
Comprehension checks for all genres
Genre Bingo checklist (assuring students are reading all
genres),
Book genre reading graphs (student or class)
Daily writing sessions – letters, poetry, other genres of
writing
•
•
•
•
•
Daily writing sessions
Written product - Opinion piece
Book reviews
Shared Reading/Shared Writing
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 28 – May 9
Read and understand stories, plays and poetry that are more
challenging.
RI.3.10
Read and understand informational text that is more challenging.
Standards
RI.3.10
Read and understand stories, plays and poetry that are more
challenging.
Read and understand informational text that is more challenging.
•
•
•
•
Independent reading (chapter books)
Reading logs, anchor charts
Summaries
Book Clubs
•
•
•
•
Independent reading (chapter books)
Reading logs, presentations
Summaries
Book Clubs
Third Grade ELA CCSS Map
3rd grade ELA CCSS
Standards
Reading Literature
(RL)
Quarter 1
3.2, 3.7,
3.1, 3.3
3.6
3.4
3.9
Reading Informative Text
(RI)
Writing
(W)
3.3a-d
3.4, 3.5
3.8
Speaking and Listening
(SL)
3.4
3.1a-d
Language
(L)
Cite Evidence
RL/RI.3.1, RL/RI.3.10
3.1a, b, c, f, i
3.2a, e, f, g
3.4a-d
3.6
3.5a-c
Quarter 2
3.1, 3.2
3.7, 3.5
3.4
3.3
3.8
3.6
3.9
3.2a-d
3.7, 3.8
3.4, 3.5, 3.6
3.1a-d
3.2
3.4
3.2a-d
3.6
3.3
3.5
3.6
Quarter 3
Quarter 4
3.7
3.9, 3.1
3.4
3.5
3.10
3.2, 3.4
3.6
3.3, 3.8, 3.5
3.1, 3.2
3.9
3.7
3.3, 3.8
3.10
3.2a-d, 3.7, 3.8
3.1
3.3a-d
3.10
3.3a-d
3.1
3.2
3.6
3.1a-i
3.2a-g
3.3a-b
3.5
These standards are also embedded throughout the year! Reading, Language and Speaking/Listening
Analyze Content
Study & Apply Grammar
RL/RI.3.2-9, SL.3.2-3
L.3.1-3, SL.3.6
Fluency
RF.3.3.a-d
RF.3.4.a-c
Study & Apply Vocabulary
L.3.4-6
Conduct Discussions
SL.3.1
Writing Skills
Writing Process
W.3.4-6, W.3.10
Report Findings
SL.3.4-6
Third Grade CCSSM Overview
Quarter 1
Essential Learning Area: Use place value and properties of operations to perform multi-digit arithmetic - ±10
Days
Weeks 1-2
Standards
3.NBT.1
3.NBT.2
MP: 3, 4, 6, 8
Estimated
# of Days
Over-arching concepts
Use place value understanding to round
whole numbers to the nearest 10 or 100.
Fluently add and subtract within 1000.
(± 10 )
DOK
Level of
Learning
Assessed learning targets that students
will know and be able to do
2-3
Reinforce
•
Round whole numbers to the nearest 10 or 100.
3
Reinforce
•
•
Add up to 1000 using different strategies.
Subtract 3 digit numbers using different strategies.
DIBELS Next/IDEAL – Aug. 19 – Sept. 6
Essential Learning Area: Understand properties of multiplication and the relationship between multiplication
and division – ±15 Days
DEA Assessment A – Aug. 26 – Sept. 6
Weeks 3 - 5
Standards
3.OA.5
3.OA.6
MP: 1,2,3,4,5,6,7,8
Estimated
# of Days
Apply properties of operations as strategies
to multiply and divide.
Understand division as an unknown-factor
problem.
(± 15 )
2
Level of
Learning
Introduce
1
Introduce
DOK
•
•
•
•
Use the properties of multiplication and division to solve
problems.
Explain the commutative property of multiplication.
Explain the associative property of multiplication.
Explain the distributive property of multiplication.
Essential Learning Area: Represent and solve problems involving multiplication and division– ±15 Days
DOK
Level of
Learning
Interpret products of whole numbers.
2
Introduce
•
•
3.NBT.3
Multiply one-digit whole numbers by
multiples of 10 in the range 10–90.
1
Introduce
•
3.OA.2
Interpret whole-number quotients of whole
numbers.
2
Introduce
•
Standards
3.OA.1
Estimated
# of Days
Weeks 6-8
MP: 1,2,3,4,5,6,7,8
(± 15 )
•
•
•
Multiply to find the product.
Show products using equal groups, arrays, and repeated
addition.
Multiply one digit whole numbers by multiples of 10.
Solve division problems using multiple strategies, i.e.
repeated subtraction, related multiplication, arrays, and
pictures.
Find the quotient of whole numbers using equal groups.
Tell what the numbers in a division problem mean.
Show division as equal sharing.
Quarter 1 Continued
Essential Learning Area: Represent and solve problems involving multiplication and division– ±15 Days
Standards
Weeks 6-8 Cont.
3.OA.3
3.OA.4
MP: 1,2,3,4,5,6,7,8
Use multiplication and division within 100
to solve word problems in situations
involving equal groups, arrays, and
measurement quantities.
Determine the unknown whole number in a
multiplication or division equation relating
three whole numbers.
Estimated
# of Days
(± 15 )
Continued
2
Level of
Learning
Introduce
2
Introduce
DOK
•
•
•
Multiply to solve word problems.
Divide to solve word problems.
Decide when to multiply or divide to solve word problems.
•
•
Find the missing number in a multiplication problem.
Find the missing number in a division problem.
Quarter 2
Essential Learning Area: Solve problems involving the four operations, and identify and explain patterns in
arithmetic. Multiply and divide within 100 –± 15 Days
Standards
3.OA.8
Weeks 1-3
MP: 1,2,3,4,5,6,7,8
Solve two-step word problems using the
four operations.
Estimated
# of Days
(± 15 )
DOK
3
Level of
Learning
Introduce
•
•
•
•
•
Identify the order of operations of a problem.
Identify different strategies for estimating.
Construct an equation with a letter standing for the unknown
quantity.
Solve two-step word problems using the four operations.
Justify my answer using estimation strategies and mental
computation.
3.OA.9
Identify arithmetic patterns and explain
them using properties of operations.
1
Introduce
•
•
•
Identify patterns
Explain rules for a pattern using properties of operations.
Explain relationships between the numbers in a pattern.
3.OA.7
Fluently multiply and divide within 100.
1
Introduce
•
Multiply single digit numbers using groups of, arrays, and
repeated addition.
Tell you what a factor and a product are.
Know my multiplication tables from 1 to 10.
MP: 1,2,3,4,5,6,7,8
•
•
Essential Learning Area: Develop an understanding of fractions as numbers – ±30 Days
Weeks 4 - 6
Standards
3.NF.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is
partitioned into b equal parts
Estimated
# of Days
(± 15 )
DOK
2
Level of
Learning
Introduce
MP: 3,4,5,6
•
•
•
Define fractions as parts of a whole.
Determine the individual parts within a fraction. (numerator)
Determine the number of equal part within a fraction.
(denominator)
DEA Assessment B – Dec. 16 – Jan. 10
Essential Learning Area: Develop an understanding of fractions as numbers – ±30 Days
Standards
Weeks 7-9
3.NF.2
3.NF.2a
3.NF.2b
2
Level of
Learning
Introduce
•
Represent a fraction 1/b on a number line diagram
by defining the interval from 0 to 1 as the whole
and partitioning it into b equal parts.
2
Introduce
•
Represent a fraction a/b on a number line diagram
by marking off a lengths 1/b from 0.
2
Understand a fraction as a number on the number
line; represent fractions on a number line diagram.
Estimated
# of Days
(± 15 )
DOK
•
•
Introduce
•
•
•
Quarter 2 Continued
Understand a fraction as a number on the number line.
Define the interval from 0 to 1 on a number line as the
whole.
Divide a whole on a number line into equal parts.
Recognize that the equal parts between 0 and 1 stand for a
fraction.
I can identify a fractional part on a number line.
|---|---|---|-- |
0 1/4 2/4 3/4 4/4 =1
Quarter 3
DIBELS Next/IDEL – Jan. 6 – 17
Essential Learning Area: Develop an understanding of fractions as numbers – ±15 Days Continued
Standards
Weeks 1-3
3.NF.3
3.NF.3a
3.NF.3b
3.NF.3c
3.NF.3d
MP: 3,4,5,6
Explain equivalence of fractions in special cases,
and compare fractions by reasoning about their
size.
Understand two fractions as equivalent (equal) if
they are the same size, or the same point on a
number line.
Recognize and generate simple equivalent
fractions.
Express whole numbers as fractions, and recognize
fractions that are equivalent to whole numbers.
Estimated
# of Days
(± 15 )
Compare two fractions with the same numerator
or the same denominator by reasoning about their
size.
2-3
Level of
Learning
Introduce
•
Explain equivalent fractions.
2-3
Introduce
•
Recognize equal fractions on a number line
2-3
Introduce
•
Recognize simple equivalent fractions.
2-3
Introduce
•
•
Express a whole number as a fraction.
(3= 3/1)
2-3
Introduce
•
•
•
Compare two fractions with the same numerator.
Compare two fractions with the same denominator.
Recognize that to correctly compare two fractions they must
have the same whole.
Compare fractions using >, <, or =.
DOK
•
Essential Learning Area: Solve problems involving measurement and estimation of intervals of time, liquid
volumes, and masses of objects – ±10 Days
Standards
Weeks 4 & 5
3.MD.1
3.MD.2
M.P.
1,2,3,4,5,6,7,
8
Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word
problems involving addition and subtraction of
time intervals in minutes.
Measure and estimate liquid volumes and masses
of objects using standard units of grams (g),
kilograms (kg), and liters (l). Add, subtract,
multiply, or divide to solve one-step word
problems involving masses or volumes that are
given in the same units.
Estimated #
of Days
(± 10)
DOK
Level of
Learning
2
Reinforce
•
•
2
Introduce
•
•
•
•
Tell and write time to the nearest minute.
Solve word problems involving addition and subtraction of
time (elapsed time).
Measure liquid volumes using grams and liters.
Solve one step word problems involving volume.
Measure masses of objects using grams and kilograms.
Solve one step word problems involving masses.
Quarter 3 Continued
Weeks 6 & 7
Essential Learning Area: Represent and Interpret Data: Draw pictures to scale and generate and interpret
measurement data – ±10 Days
Estimated
# of Days
Standards
Represent
and interpret
data.
M.P.
1,2,3,4,5,
6,7,8
3.MD.3
Draw a scaled picture graph and a scaled bar graph
to represent a data set with several categories.
Solve one- and two-step “how many more” and
“how many less” problems using information
presented in scaled bar graphs.
3.MD.4
Generate measurement data by measuring lengths
using rulers marked with halves and fourths of an
inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units—
whole numbers, halves, or quarters.
(± 10)
Estimated
# of Days
DOK
3
Level of
Learning
Reinforce
•
•
•
3-4
Reinforce
•
•
•
I can draw a scaled picture graph to represent a data set with
several categories.
I can draw a scaled bar graph to represent a data set with
several categories.
I can solve one and two step problems using information
from a bar graph to determine. (how many more/less)
I can generate measurement data by measuring lengths using
rulers marked with halves of an inch.
I can generate measurement data by measuring lengths using
rulers marked with fourths of an inch.
I can make a line plot using whole numbers, halves, quarter.
Essential Learning Area: Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition – ±10 Days
Standards
Weeks 8 & 9
3.MD.5
3.MD.5.a
3.MD.5.b
3.MD.6
3.MD.7
3.MD.7 a
M.P.
1,2,3,4,5,
6,7,8
Recognize area as an attribute of plane figures and
understand concepts of area measurement
DOK
2-3
Level of
Learning
Develop
•
•
A square with side length 1 unit, called “a unit
square,” is said to have “one square unit” of area,
and can be used to measure area.
A plane figure which can be covered without gaps or
overlaps by n unit squares is said to have an area of
n square units
Measure areas by counting unit squares (square cm,
square m, square in, square ft, and improvised units)
Relate area to the operations of multiplication and
addition
Find the area of a rectangle with whole-number side
lengths by tiling it, and show that the area is the
same as would be found by multiplying the side
lengths.
•
Identify that a square unit is used to measure the area of a
plane figure.
Cover the area of a plane figure with unit squares without
gaps or overlaps.
Identify that a square unit is used to measure the area of a
plane figure.
•
Cover the area of a plane figure with unit squares without
gaps or overlaps.
Measure area by counting square centimeters, square
meters, square inches, and square feet.
Use multiplication and division to solve problems involving
area
Find the area of a rectangle using tiles and relate it to
multiplication. This means that area can be represented by
multiplying unit length x width.
(± 10)
1
Develop
•
2
Introduce
•
•
Quarter 4
SBA – March 10 – April 4
Essential Learning Area: Geometric measurement: Understand concepts of area and relate area to
multiplication and to addition – ±10 Days
Weeks 1 & 2
Standards
M.P.
1,2,3,4,5,
6,7,8
3.MD.7.b
Multiply side lengths to find areas of rectangles with
whole-number side lengths in the context of solving
real world and mathematical problems, and represent
whole-number products as rectangular areas in
mathematical reasoning.
3.MD.7.c
Use tiling to show in a concrete case that the area of a
rectangle with whole-number side lengths a and b + c
is the sum of a × b and a × c. Use area models to
represent the distributive property in mathematical
reasoning.
3.MD.7.d
Recognize area as additive. Find areas of rectilinear
figures by decomposing them into non-overlapping
rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real
world problems.
Estimated
# of Days
(± 10)
DOK
2
Level of
Learning
Introduce
Assessed learning targets that students will know and be able to
do
• Multiply to find area of rectangles using whole numbers to
solve real world problems.
•
Find the area of a rectangle by modeling the distributive
property.
•
Separate a polygon into separate rectangles to find the area
of each and add them together to find the total area.
Essential Learning Area: Geometric measurement: Solve real world problems involving perimeter and area –
±5 Days
Week 3
Standards
3.MD.8
M.P.
1,2,3,4,5,
6,7,8
Solve real world and mathematical problems involving
perimeters of polygons, including finding the
perimeter given the side lengths, finding an unknown
side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area
and different perimeters.
Estimated
# of Days
(± 5)
DOK
3
Level of
Learning
Reinforce
Assessed learning targets that students will know and be able to
do
•
•
•
•
•
•
Define a polygon.
Define perimeter.
Find the perimeter when given the length of sides.
Find the perimeter when there is an unknown side length.
Create rectangles with the same perimeter and different areas.
Create rectangles with the same area and different perimeters.
Essential Learning Area: Reason with shapes and their attributes – ±15 Days
Unit
MP=Mathematical
Practice
Standards
Weeks 4-6
Understand that shapes in different categories
may share and that the shared attributes can
define a larger.
Estimated
# of Days
DOK
Level of
Learning
(± 15)
2
Introduce
MP: 3,4,5,6,7
3.G.2
Partition shapes into parts with equal areas.
Express the area of each part as a unit fraction of
the whole.
Essential Unit Learning Target
•
•
•
•
3.G.1
2-3
Introduce
Quarter 4 Continued
•
•
•
•
•
Identify and define two-dimensional shapes based on their
attributes.
Identify rhombuses, rectangles, and squares as quadrilaterals.
Define attributes.
Describe, analyze, and compare properties of two-dimensional
shapes.
Compare and classify shapes by attributes, sides and angles.
Group shapes with shared attributes.
Draw examples that are and are not quadrilaterals.
Divide shapes into equal parts.
Describe the area of each part as a fractional part of the whole.
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 28 – May 9
Time buffered throughout for various assessments.
Resources for Third Grade ELA CCSS
Web links:
• Beth Newingham’s Third Grade: http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/
• http://www.parcconline.org/parcc-model-content-frameworks
• Basal Alignment Project: The Edmodo group code to join is: etuyrm (text-dependent questions aligned to Treasures) http://www.edmodo.com
• PD Sessions with Sheryl White: http://www.sfps.info/index.aspx?NID=1385
• PD360 http://www.pd360.com/pd360.cfm#
• The Teaching Channel:
https://www.teachingchannel.org/videos?landing_page=General+Teacher+Videos+Landing+Page&gclid=COrW0_DWvrcCFegWMgodfC8AG
w
• Revised Bloom’s Taxonomy: http://www.icc.edu/innovation/PDFS/assessmentEvaluation/RevisedBloomsChart_bloomsverbsmatrix.pdf
• Read Tennessee CCSS: http://www.readtennessee.org/teachers/common_core_standards/3rd_grade.aspx
• The Reading and Writing Project: http://readingandwritingproject.com/resources.html
• Pinterest: Common Core
Video links:
• Close Reading: http://www.scoop.it/t/close-reading-and-ccss/p/2919805278/douglas-fisher-close-reading-and-the-ccss-part-2
• Reading Response Journals Share: http://www.youtube.com/watch?v=xojBmMp4Rpg
• Whole Brain Teaching: http://www.youtube.com/watch?v=aSQOnd5x1RA
Teacher Resource Books:
• Reading with Meaning by Debbie Miller
•
•
•
•
•
•
•
•
Read Like a Detective by Fisher and Frey
Text Complexity by Fisher and Frey
The Common Core Lesson Book K-5 by Gretchen Owocki
The Common Core Writing Book, K-5: Lessons for a Range of Tasks, Purposes, and Audiences by Gretchen Owocki
The Café Book by Gail Boushey and Joan Moser
The Daily Five by Gail Boushey and Joan Moser
Mentor Texts: Teaching Writing Through Children's Literature, K-6 by Lynne R. Dorfman & Rose Cappelli
Non-fiction MentorTexts by Lynne R. Dorfman & Rose Cappelli
List of Suggested Resources for Mathematics
Pre-CCSS
Post-CCSS
Everyday Math
Everyday Mathematics is a comprehensive Pre-K through 6th grade
mathematics curriculum developed by the University of Chicago School
Mathematics Project and published by McGraw-Hill Education.
www.everydaymath.com
DEA
Discovery Education Assessment provides educators with tools needed
to inform instruction and drive student achievement.
http://www.discoveryeducation.com/
Investigations
Investigations is a K-5 mathematics curriculum, developed at TERC in
Cambridge, Massachusetts. It is designed to help all children understand
fundamental ideas of number and operations, geometry, data,
measurement and early algebra
http://investigations.terc.edu/
Common Core Coach
http://www.triumphlearning.com/common-core-coach-24901.html
Scott Foresman/Addison Wesley http://www.pearsonsuccessnet.com
Glencoe
http://glencoe.com/
Connected Math
Connected Mathematics . The next generation of your favorite NSFfunded middle school program provides students with an investigative
approach to learning mathematics.
http://www.phschool.com/cmp2/
DynaMath
DynaMath magazine makes math meaningful and accessible to
students by applying core math concepts to high-interest, real-world
topics.
http://dynamath.scholastic.com/
Holt
http://holtmcdougal.hmhco.com/hm/math.htm
Pictorial Math
Meaningful Learning, the parent company of
Pictorial Mathematics
is dedicated to providing teachers, schools, districts and parents with the
best active learning tools to teach and learn mathematics. Our philosophy
is grounded on the latest research on how students best learn
mathematics. http://www.pictorialmath.com/Home.html
Online Resources for Math Instruction
1. Math Goodies is your free math help portal featuring
interactive lessons, worksheets, and homework help.
www.mathgoodies.com
3. Teacher Created Materials publishes quality research-based
educational resources for teachers and students. (For
purchase)
www.teachercreatedmaterials.com
5. An extensive collection of free resources, math games, and
hands-on math activities aligned with the Common Core State
Standards for Mathematics.
www.k-5mathteachingresources.com
2. Approach each math concept from all angles, offering visual
representations, word problems, interactive activities, and more.
(Subscription required)
www.ixl.com
4. Printable informal math assessments
www.helpingwithmath.com
6. Math terminology, practice and exemplars.
www.mathbugsme.com
7. Math worksheets, videos & practice.
www.adaptedmind.com
9. 800 Worksheets for Children
www.wondrousworksheets.com
11. Videos for Math Instruction.
www.teachingchannel.org
8. Free online tutorials for students K-12
www.thefreemathtutor.com
10. Provides teachers with resources and information
www.coolmath.com
12. Printable math worksheets
www.worksheetworks.com
13. Teaching videos and interactive lessons.
www.khanacademy.org
14. Activities, standards, lessons and web links
http://illuminations.nctm.org/
15. Game-style activities ensure that students engage in active
practice required for skill retention. (Subscription required)
www.firstinmath.com
16. Features a comprehensive set of thousands of interactive arithmetic
lessons grades K-8.
http://aaamath.com/index.html
17. An animated interactive online math dictionary which explains
over 600 common mathematical terms.
www.amathsdictionaryforkids.com
18. Algebra Story and Word Problems.
http://www.hawaii.edu/suremath/intro_algebra.html
19. Online interactive math lesson-geometry, data, numbers,
algebra, puzzles.
www.mathsisfun.com
20. Flash cards, math games and homework help.
http://www.aplusmath.com/
21. Develop mathematical thinking and problem-solving skills.
http://nrich.maths.org/frontpage
22. Lesson plans, resources and links.
http://www.canteach.ca/elementary/math.html
Online Resources for Math Instruction
23. A website designed to help students enjoy their “maths” a bit
more.
www.mrbartonmaths.com
24. A comprehensive list of resources for teaching math in Spanish or English.
http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
25. Free worksheets and games for children of all ages.
www.math-salamanders.com
26. Each field trip provides quick suggestions for using targeted websites to
teach math subjects. This site is designed as a lesson planning tool for
teachers.
http://teacher.scholastic.com/fieldtrp/math.htm
27. Fostering cooperative learning, discussion and critical thinking
in elementary math.
www.pbs.org/teachers
28. Activities, lesson plans, and links to text books. (Marilyn Burns)
www.mathsolutions.com
29. Everyday Mathematics is a comprehensive Pre-K through 6th
grade mathematics curriculum developed by the University of
Chicago School Mathematics Project and published by
McGraw-Hill Education.
www.everydaymath.com
30. Kathy Schrock
As an educational technologist, I keep learning each day. As I develop
new presentations or interests, I create a page of support resources.
http://www.schrockguide.net/
31. Develop schedules, view and print lesson, create class
templates, allow students to view plans online and share your
plans with other teachers. (subscription)
https://www.planbook.com/
Online Math Resources-Spanish
1. Online math dictionary and games. Geared towards higher level math. (Spain)
http://www.matematicas.net/
2. Mathematics Enhancement Programme Primary Extension
Spanish Translated Version (Chile)
http://www.cimt.plymouth.ac.uk/projects/mepres/primary/spanish/default.htm
3. AAA Math presenta una amplia variedad de lecciones interactivas de aritmética. La práctica ilimitada en cada tema facilita alcanzar un
amplio dominio de los conceptos. La variada gama de lecciones (de jardín de infantes a octavo grado) posibilita el aprendizaje o la revisión
para cualquier alumno en su propio nivel. Respuestas inmediatas previenen la práctica y el aprendizaje de métodos incorrectos, algo que
sucede frecuentemente con las tradicionales hojas de ejercicios o deberes para la casa. http://www.aaamatematicas.com/
4. A comprehensive list of resources for teaching math in Spanish or English. http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
5. Spanish language booklet that is made up of fun activities that parents can use with children from preschool age through grade 5 to
strengthen their math skills and build strong positive attitudes toward math.
http://www2.ed.gov/espanol/parents/academic/matematicas/index.html
6. Math tricks, riddles, magic squares, Natural numbers, and many more fun math activities for young children.
http://www.elhuevodechocolate.com/mates.htm
7. This on line exercise tests for geometry vocabulary, giving the initial word in
English and 5 different options in Spanish. This quiz has 21 questions.
http://iteslj.org/v/s/ab-geometry.html
8. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality
standards, assessments, research, and professional development for educators.
http://www.wida.us/
Publishers of Spanish Language Materials
Carson-Dellosa Publishing
http://www.edumart.com/carson/
The Spanish Home Workbooks series for Pre K – grade 4 are activity books for use at home or school that reinforce basic skills
including math skills.
Also available are Spanish posters, bulletin board sets, and workbooks to build and reinforce Spanish vocabulary. Math
vocabulary is limited to numbers and basic shapes.
Consortium for Mathematics and Its Applications COMAP
http://www.comap.com/about/
Consortium for Mathematics and Its Applications, is an award-winning nonprofit organization whose mission is to improve
mathematics education for students of all ages. Since 1980, COMAP has worked with teachers, students, and business people
to create learning environments where mathematics is used to investigate and model real issues in our world.
Globe Fearon
http://www.pearsonlearning.com/pacemaker/index.cfm
Globe Fearon publishes the Pacemaker® series which targets special education and ESL/ELL students. Currently Practical Math
for Consumers is the only mathematics text in the Pacemaker series for which a ESL/ELL teacher’s guide is available. No
Spanish materials are available for any of the pacemaker mathematics texts; although Spanish supplements are available for
other subject area books in the series.New Jersey 07054 (800)526-9907
Great Source
www.greatsource.com
The Every Day Counts® Math Kits for grades Pre K–6 are calendar activity kits used to provide supplementary instruction. The
calendar and bulletin
board elements are provided in English and Spanish. The ACCESS Math program is a student text and supplementary materials
all in English that are designed to make math accessible for ELL and build language skills. The program is designed for grades
5-12. A workshop titled ACCESS: “Building Literacy Through Learning”, is also available. The Summer Success® Math Series is a
summer school math program. Student books, pre- and posttests, and CD-ROMs are available in Spanish.
Grupo Editorial Iberoamerica
http://www.engrupo.com.mx/menu.html
Geometer Sketchpad software program in Spanish that is used for exploring geometry; developed by Key Curriculum Press in
the U.S.A.
Grupo Patria Cultural
www.patriacultural.com.mx/index1.htm
Math text books in Spanish for grades K-16. These textbooks are intended to be used with the Mexican National Curriculum
Standards.
Hampton-Brown
www.hapmpton-brown.com
Seven Spanish language storybooks for math content areas are available for grades PreK-3.
Harcourt School Publishers
www.harcourtschool.com/marketplace
Harcourt Matemáticas is a K-6 Spanish math program. Student and teacher editions, Workbooks, Assessment Guides, and
Teacher Resource Books are available. For grades K-2, math literature and manipulatives can be purchased. Electronic
resources in Spanish include math CD-ROMs for grades 1-6 and math newsroom videos for grades 3-6.
Houghton Mifflin
www.schooldirect.com
The Houghton Mifflin Matemáticas series is a Spanish math program for grades K-6. The instruction and resources parallel the
Houghton Mifflin
Mathematics English program. The student book, ancillary materials, and teacher’s guide are all available in Spanish. An
English Language Learners
handbook, written in English, can also be purchased. Libreros de Matemáticas are classroom sets of children’s literature that
link to mathematics content. Sets are available for each grade level 1-6.
Lectorum
www.lectorum.com
Lectorum is a U.S. Spanish-language book distributor. For grades 9-12, three Spanish mathematics textbooks by Dr. Aurelio
Baldor are available:
Aritmética, Álgebra, and Geometría y Trigonometría. For grades K-8, math literature and activity books can be purchased.
Pearson Longman
http://www.longman.com/ae/contentmath/
Pearson Longman publishes texts and dictionaries for middle school, high school and adult ELL classrooms. The text, Longman
Mathematics, is designed for students in grades 6-12 as an introduction to understanding mathematical concepts in English.
The text includes eight units: Base-ten
Number System, Operations with Whole Numbers, Number Theory, Operations with Decimal Numbers, and Operations with
Fractions, Ratios, Operations with Integers, and Geometry and Measurement.
Santillana USA
www.santillanausa.com
Spanish mathematics programs for elementary, middle school, and secondary and Spanish classroom literature that highlight
math topics are available. Mundo Matemático is the K-6 program, Estructuras Matemáticas is the middle school program,
and Matemáticas Serie 2000 is a high school program. The books are in Spanish, with English versions available for K-6 and
middle school. The K-6 and middle school books are aligned to NCTM standards. Levels 1 and 2 are available for middle school
and levels 1-3 are available for high school. For grades K-6 there are several classroom literature books that highlight math
concepts. Books are available individually or, for K-2, a 17-book math thematic library can be purchased.

Common Core State Standards Curriculum Guide for Third Grade

Transcription

Similar documents

First Grade Common Core English Language Arts Overview

Common Core State Standards Curriculum Guide for Sixth Grade

Seventh Grade Common Core English Language Arts Overview

Common Core State Standards Curriculum Guide for Second Grade

Learn Spanish - Talk Corporate Language Training

Transcende Brochure

Panther Press - Olathe Schools

Spanische Hofreitschule - Künstlersekretariat Buchmann GmbH

PDF of The Assessor