1. Georgia Performance Standards Elements Targeted Essential Questions AssessmentsBest Practices Used To Teach Skills and Concepts Resources READING ELA3R1 b. Reads familiar text with expression. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade- level texts ELA3R2 a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. f. Determines the meaning of unknown words on the basis of context. ELA3R3 a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. m. Recalls explicit facts and infers implicit facts. n. Identifies the basic elements of a variety of genres (fiction, non- fiction, drama, and poetry). q. Formulates and defends an opinion about a text. READING ELA3R1 What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? What strategies do good readers use? ELA3R2 Why is it important to read fiction and nonfiction books? Why is it important to learn new words? How can I tell if an homonym, homograph, antonym, or synonym is used correctly? How do I use context clues to determine the meaning of unfamiliar words? ELA3R3 What kinds of books do I like to read for pleasure? How can reading help us to explore and understand our world? What strategies do good readers use? How do books and stories relate to your everyday life? How do you determine the main ideas and supporting details in a given passage. What facts are obvious in the story? Which facts are true but not stated in the story? How are genres (fiction, nonfiction, drama, and poetry) alike and different? How can we defend out opinions when we critique text? Target Instruction Assessments Prewriting Assessment Qualitative Spelling Inventory (QSI) Developmental Reading Assessment (DRA) Running Records Reading Running Records Readers Response Journal Reading Log Strategies Response Letters Rubrics Teacher Created Tests Reading Practice Books Teacher conferring with Students Checklists Observations Focus Poetry Notebooks Shared Reading Responses Readers Workshop Mini-lessons Independent Reading Comprehension Strategies Conferring Readers Response Log Guided Reading Leveled Reading Reading Strategies Fluency Building Word Study Introducing strategies and patterns Using word play Applying word study strategies Shared Reading Vocabulary Building Skills and Applications Readers Response Fluency Building Read Aloud Modeling Think Aloud Comprehension Strategies Read Alouds http://books.heinemann.com/compre hending/pdfs/TextSetsG3.pdf http://books.heinemann.com/compre hending/pdfs/SampleOpeningsForInt eractiveReadAloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: http://schools.bibb.k12.ga.us/155110 31995646280/site/default.asphttp://schools.bibb.k12.ga.us/155110 31995646280/site/default.asp? http://www.sabine.k12.la.us/zes/poetr y/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension Strategies: http://www.buffalolib.org/programs/re adinglists2007/Amherst_Central.pdf http://www.psd401.net/learningteachi ng/curriculum/PDF%20Files/Books% 20for%20teaching%20comp.%20stra tegies.pdf http://books.heinemann.com/compre hending/pdfs/TextSetsG3.pdf http://books.heinemann.com/compre hending/pdfs/TitlesForTextTalk.pdf http://fieldguides.heinemann.com/ind ex.asp 3rd Grade Language Arts Curriculum Map First Nine Weeks 2008-2009

2. WRITING ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. m. Rewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. WRITING Why do we write for a variety of purposes? How can we be sure out audience understands what we write? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? How does the use o strong verbs and adjectives make your writing more descriptive? What strategies do good writers use? Why do we need to use the steps of the writing process? How can we edit our writing to maximize its effectiveness? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Writing and Conventio ns Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self- Assessment Word Wall Building reading and writing automatically with high frequency words Using word play Writers Workshop Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Notebook Books for Teaching Writing Skills: http://schools.bibb.k12.ga.us/ 15511031995646280/ site/default.asp http://www.georgiastandards. org/DMGetDocument. aspx/ELA_third_grade _Framework_Final_Te mplatePreviewed%20 1.pdf?p=6CC6799F8C 1371F66D9B1A8A8B 4B6725F82542A3B0F 29CAAFE886A3EE40 4825A&Type=D Bibb County School District 3 rd Grade Language Arts Curriculum Map Second Nine Weeks 2008-2009

3. Bibb County School District 3 rd Grade Language Arts Curriculum Map First Nine Weeks CONVENTIONS ELA3C1 c. Identifies and uses contractions correctly. e. Speaks and writes in complete and coherent sentences. g. Distinguishes between complete and incomplete sentences. l. Uses common rules of spelling and corrects words using dictionaries and other resources. n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence CONVENTIONS Why does language follow rules? What happens when we dont follow these rules? How do you use contraction in your writing? What strategies can you use to correct spelling when proofreading your writing? Why is important to write legibly? What strategies can the writer use make cursive writing legible? Writing and Conventions Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automaticity with high frequency words Using word play Word Study Introducing strategies and patterns Using word play Applying word study strategies Writers Workshop Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting LISTENING, SPEAKING, and VIEWING ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. LISTENING, SPEAKING, and VIEWING How can we communicate effectively? How can we help our listeners understand what we are saying when we speak? How can we be sure we are responding appropriately to what we see and hear? How would your oral language be different depending on what you would like to communicate to your audience? Rubrics Checklist Anecdotal Notes Informal Conversations Oral Presentations Readers Theatre www.teachingheart.net/read erstheater.htm www.aaronshep.com/rt/RT E.html www.busyteacherscafe.com /units/readers_theater.htm 2008-2009

4. Georgia Performance Standards Elements Targeted Essential QuestionsAssessmentsBest Practices Used To Teach Skills and Concepts Resources READING ELA3R1 a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. ELA3R2 a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. ELA3R3 b. Makes predictions from text content. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. j. Identifies and infers main idea and supporting details. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. READING ELA3R1 How are you like a detective when decoding words? What strategies do good readers use? Why is a target reading rate Important in building fluency ? How does a good reader self- monitor? ELA3R2 Why do we read informational and literary text? What strategies do good readers use? How do books and stories relate to your everyday life? Why is it important to increase your vocabulary? How are words related? Why do different words mean the same thing and why do the same words mean different things? How can knowledge of prefix, suffix and root help me analyze an unfamiliar word? What strategies to good readers use to figure the meaning of unfamiliar words? ELA3R3 What strategies do good readers use? How do I identify the main idea when reading ? How do I identify supporting details when reading ? How do we defend our opinions when we critique text? How can we find the meanings of words? Reading Running Records Readers Response Journal Reading Log Strategies Response Letters Rubrics Teacher Created Tests Reading Practice Books Teacher conferring with Students Checklists Observations Focus Poetry Notebooks Shared Reading Responses Readers Workshop Mini-lessons Independent Reading Comprehension Strategies Conferring Readers Response Log Guided Reading Leveled Reading Reading Strategies Fluency Building Word Study Introducing strategies and patterns Using word play Applying word study strategies Shared Reading Vocabulary Building Skills and Applications Readers Response Fluency Building Read Aloud Modeling Think Aloud Comprehension Strategies Read Alouds http://books.heinemann.com/com prehending/pdfs/TextSetsG3.pdf http://books.heinemann.com/com prehending/pdfs/SampleOpenings ForInteractiveReadAloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: http://schools.bibb.k12.ga.us/1551 1031995646280/site/default.asphttp://schools.bibb.k12.ga.us/1551 1031995646280/site/default.asp? http://www.sabine.k12.la.us/zes/p oetry/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension Strategies: http://www.buffalolib.org/programs /readinglists2007/Amherst_Centra l.pdf http://www.psd401.net/learningtea ching/curriculum/PDF%20Files/Bo oks%20for%20teaching%20comp. %20strategies.pdf http://books.heinemann.com/com prehending/pdfs/TextSetsG3.pdf http://books.heinemann.com/com prehending/pdfs/TitlesForTextTalk.pdf http://fieldguides.heinemann.com/i ndex.asp 3rd Grade Language Arts Curriculum Map Second Nine Weeks 2008-2009

5. WRITING ELA3W1 a. Captures a readers interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. WRITING How can we be sure out audience understands what we write? How the qualities of good writing differ for different writing genre? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? What strategies do good writers use? Why do we need to use the steps of the writing process? What is flow? What makes writing flow? How do good writers communicate their ideas to the reader? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Writing and Conventions Writers Workshop Notebook Entries Unassisted Writing Published Pieces Rubrics State Writing Rubrics Teacher Created Tests Tangible Products English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self- Assessment Word Wall Building reading and writing automatically with high frequency words Using word play Writers Workshop Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Notebook Books for Teaching Writing Skills: http://schools.bibb.k12.ga. us/1551103199564 6280/site/default.as p http://public.doe.k12.ga.us /DMGetDocument. aspx/Gr%203%20- %20Response%20 to%20Literature%2 0Framework.pdf?p =6CC6799F8C137 1F626FD4BE6137 6545174F2829E91 9F060DE8B77FF2 A7627064&Type= D Bibb County School District 3 rd Grade Language Arts Curriculum Map Second Nine Weeks 2008-2009

6. Bibb County School District 3 rd Grade Language Arts Curriculum Map Second Nine Weeks CONVENTIONS ELA3C1 b. Identifies and uses nouns (singular, plural, possessive) correctly. d. Identifies and uses personal and possessive pronouns. f. Identifies and uses increasingly complex sentence structure. i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks ). CONVENTIONS Why does language follow rules? What are rules of correct noun usage? What is a pronoun? What are the rules that govern the use of personal and possessive pronouns? What happens when we dont follow these rules? What skills allow us to communicate ideas? Why does word order matter in sentence structure? How can the use of appropriate capitalization help to make our writing more understandable and easier to read? How can the use of correct punctuation help to add meaning and clarity to our writing? Writing and Conventions Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automaticity with high frequency words Using word play Word Study Introducing strategies and patterns Using word play Applying word study strategies Writers Workshop Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting LISTENING, SPEAKING, and VIEWING ELA3LSV1 b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. LISTENING, SPEAKING, and VIEWING How can we be sure we are listening carefully and accurately? How can we be sure we are responding appropriately to what we see and hear? What characteristics do effective speakers possess in order to address the audience and purpose? Rubrics Checklist Anecdotal Notes Informal Conversations Oral Presentations Readers Theatre www.teachingheart.net/reade rstheater.htm www.aaronshep.com/rt/RTE. html www.busyteacherscafe.com/ units/readers_theater.htm 2008-2009

7. Georgia Performance Standards Elements Targeted Essential Questions AssessmentsBest Practices Used To Teach Skills and Concepts Resources READING ELA3R1 a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. ELA3R2 a. Reads literary and informational texts and incorporates new words into oral and written language. ELA3R3 a. Reads a variety of texts for information and pleasure. c. Generates questions to improve comprehension. d. Distinguishes fact from opinion. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. READING ELA3R1 How are you like a detective when decoding words? What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? Why is a target reading rate Important in building fluency ? How does a good reader self- monitor? ELA3R2 Why is it important to read fiction and nonfiction books? Why is it important to learn new words? ELA3R3 What kinds of books do I like to read for pleasure? How can reading help us to explore and understand our world? What strategies do good readers use? How do books and stories relate to your everyday life? What facts are obvious in the story? Which facts are true but not stated in the story? What are features of nonfiction (illustrations, diagrams, charts, graphs,) and how do they help me as a reader? What is a graphic organizer and how does it help me as a reader? What are features of nonfiction( title, table of contents, and chapter headings) and how do they help me as a reader? Reading Running Records Readers Response Journal Reading Log Strategies Response Letters Rubrics Teacher Created Tests Reading Practice Books Teacher conferring with Students Checklists Observations Focus Poetry Notebooks Shared Reading Responses Readers Workshop Mini-lessons Independent Reading Comprehension Strategies Conferring Readers Response Log Guided Reading Leveled Reading Reading Strategies Fluency Building Word Study Introducing strategies and patterns Using word play Applying word study strategies Shared Reading Vocabulary Building Skills and Applications Readers Response Fluency Building Read Aloud Modeling Think Aloud Comprehension Strategies Read Alouds http://books.heinemann.com/compr ehending/pdfs/TextSetsG3.p df http://books.heinemann.com/compr ehending/pdfs/SampleOpeni ngsForInteractiveReadAloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: http://schools.bibb.k12.ga.us/15511 031995646280/site/default.a sphttp://schools.bibb.k12.ga.us/15511 031995646280/site/default.a sp? http://www.sabine.k12.la.us/zes/po etry/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension Strategies: http://www.buffalolib.org/programs/ readinglists2007/Amherst_C entral.pdf http://www.psd401.net/learningteac hing/curriculum/PDF%20File s/Books%20for%20teaching %20comp.%20strategies.pdf http://books.heinemann.com/compr ehending/pdfs/TextSetsG3.p df http://books.heinemann.com/compr ehending/pdfs/TitlesForText Talk.pdf http://fieldguides.heinemann.com/in dex.asp 3rd Grade Language Arts Curriculum Map Third Nine Weeks 2008-2009

8. Bibb County School District 3 rd Grade Language Arts Curriculum Map Third Nine Weeks WRITING ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. WRITING ELA3W1 How can we be sure out audience understands what we write? How the qualities of good writing differ for different writing genre? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? What strategies do good writers use? Why do we need to use the steps of the writing process? What is flow? What makes writing flow? How do good writers communicate their ideas to the reader? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Writing and Conventions Writers Workshop Notebook Entries Unassisted Writing Published Pieces Rubrics State Writing Rubrics Teacher Created Tests Tangible Products English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automaticity with high frequency words Using word play Writers Workshop Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Notebook Books for Teaching Writing Skills: http://schools.bibb.k12.ga.u s/15511031995646280/site/ default.asp http://public.doe.k12.ga.us/ DMGetDocument.aspx/Gr% 203%20- %20Response%20to%20Lit erature%20Framework.pdf? p=6CC6799F8C1371F626F D4BE61376545174F2829E 919F060DE8B77FF2A7627 064&Type=D 2008-2009

9. Bibb County School District 3 rd Grade Language Arts Curriculum Map Third Nine Weeks CONVENTIONS ELA3C1 h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. CONVENTIONS ELA3C1 Why does language follow rules? What are examples of formal and informal language? What are the rules that govern the use of formal and informal language? What resources can we use to locate information about a topic? How can we find the meaning of a word? How can the dictionary and thesaurus help us as writers? How does spelling impact effective written communication? What strategies can you use to correct spelling when proofreading your writing? Writing and Conventions Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automaticity with high frequency words Using word play Word Study Introducing strategies and patterns Using word play Applying word study strategies Writers Workshop Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting LISTENING, SPEAKING, and VIEWING ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. LISTENING, SPEAKING, and VIEWING ELA3LSV1 How can we help our listeners understand what we are saying when we speak? How can we be sure we are listening carefully and accurately? How can we be sure we are responding appropriately to what we see and hear? What characteristics do effective speakers possess in order to address the audience and purpose? Rubrics Checklist Anecdotal Notes Informal Conversations Oral Presentations Readers Theatre www.teachingheart.net/reade rstheater.htm www.aaronshep.com/rt/RTE. html www.busyteacherscafe.com/u nits/readers_theater.htm 2008-2009

10. 3rd Grade Language Arts Curriculum Map Third Nine Weeks Georgia Performance Standards Elements Targeted Essential Questions AssessmentsBest Practices Used To Teach Skills and Concepts Resources READING ELA3R1 a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. ELA3R2 c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. ELA3R3 n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). READING ELA3R1 What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? What strategies do good readers use? Why is a target reading rate Important in building fluency ? How does a good reader self- monitor? ELA3R2 How can I tell if an homonym, homograph, antonym, or synonym is used correctly? What is an idiom? How are idioms incorporated in reading? What are figurative phrases? How does understanding the use of idioms and figurative phrases and idioms help you as a reader? ELA3R3 How are genres (fiction, nonfiction, drama, and poetry) alike and different? How can we defend out opinions when we critique text? Reading Running Records Readers Response Journal Reading Log Strategies Response Letters Rubrics Teacher Created Tests Reading Practice Books Teacher conferring with Students Checklists Observations Focus Poetry Notebooks Shared Reading Responses Readers Workshop Mini-lessons Independent Reading Comprehension Strategies Conferring Readers Response Log Guided Reading Leveled Reading Reading Strategies Fluency Building Word Study Introducing strategies and patterns Using word play Applying word study strategies Shared Reading Vocabulary Building Skills and Applications Readers Response Fluency Building Read Aloud Modeling Think Aloud Comprehension Strategies Read Alouds http://books.heinemann.com/comprehe nding/pdfs/TextSetsG3.pdf http://books.heinemann.com/comprehe nding/pdfs/SampleOpeningsForI nteractiveReadAloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: http://schools.bibb.k12.ga.us/15511031 995646280/site/default.asphttp://schools.bibb.k12.ga.us/15511031 995646280/site/default.asp? http://www.sabine.k12.la.us/zes/poetry/ default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension Strategies: http://www.buffalolib.org/programs/readi nglists2007/Amherst_Central.pdf http://www.psd401.net/learningteaching /curriculum/PDF%20Files/Books %20for%20teaching%20comp.% 20strategies.pdf http://books.heinemann.com/comprehe nding/pdfs/TextSetsG3.pdf http://books.heinemann.com/comprehe nding/pdfs/TitlesForTextTalk.pdf http://fieldguides.heinemann.com/index. asp 2008-2009

11. Bibb County School District 3 rd Grade Language Arts Curriculum Map Fourth Nine Weeks WRITING ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. n. Publishes by presenting an edited piece of writing to others. WRITING Why do we write for a variety of purposes? How can we be sure out audience understands what we write? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? How does the use of strong verbs and adjectives make your writing more descriptive? What strategies do good writers use? How can we publish our writing? Why is publication a significant part of the writing process? Writing and Conventions Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automatically with high frequency words Using word play Writers Workshop Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Notebook Books for Teaching Writing Skills: http://schools.bibb.k12.ga.us/15 511031995646280/site/d efault.asp http://www.georgiastandards.org /DMGetDocument.aspx/E LA_third_grade_Framew ork_Final_TemplatePrevi ewed%201.pdf?p=6CC6 799F8C1371F66D9B1A8 A8B4B6725F82542A3B0 F29CAAFE886A3EE404 825A&Type=D 2008-2009

12. Bibb County School District 3 rd Grade Language Arts Curriculum Map Fourth Nine Weeks CONVENTIONS ELA3C1 e. Speaks and writes in complete and coherent sentences. g. Distinguishes between complete and incomplete sentences. l. Uses common rules of spelling and corrects words using dictionaries and other resources. n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence. CONVENTIONS What skills allow us to communicate ideas effectively? What are the characteristics of a complete sentence? What happens when we dont follow these rules? What strategies can you use to correct spelling when proofreading your writing? Why is important to write legibly? What strategies can the writer use make cursive writing legible? Writing and Conventions Writers Workshop Notebook Published Pieces Rubrics State Writing Rubrics Teacher Created Tests English Books Teacher conferring with Students Checklists Observations Writers Workshop Mini-lessons Independent Writing Conferring Writing Process Student Self-Assessment Word Wall Building reading and writing automaticity with high frequency words Using word play Word Study Introducing strategies and patterns Using word play Applying word study strategies Writers Workshop Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting LISTENING, SPEAKING, and VIEWING ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information. LISTENING, SPEAKING, and VIEWING How can we communicate effectively? How can we help our listeners understand what we are saying when we speak? How can we be sure we are responding appropriately to what we see and hear? How would your oral language be different depending on what you would like to communicate to your audience? How does the media affect our lives? How can we be sure we are responding appropriately to what we see and hear? What is propaganda? How can we tell when we are being manipulated? Rubrics Checklist Anecdotal Notes Informal Conversations Oral Presentations Readers Theatre www.teachingheart.net/ readerstheater.htm www.aaronshep.com/rt/ RTE.html www.busyteacherscafe.com/units/readers_the ater.htm 2008-2009