3rd+Grade


 * R3.A COMPREHENSION AND READING SKILLS **
 * ** Eligible Content [[file:GR 3 Eligible Content w Names and RC.docx]] ** || ** Lessons/Resources ** || ** Progress Check/Exit Ticket ** ||
 * ** R3.A.1.1.1 ** Identify and/or interpret meaning of multiple-meaning words used in text. || MM, GR, SR – //teachers should regularly include in instruction//

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA

[|Prefixes Suffixes Multiple Meaning] || 12/3/10 [|3 multi-meaning 1] 1/14/11 [|3 multi-meaning 2.docx] 2/25/11 [|3 multi-meaning 3.docx] || 1/14/11 [|3 synonyms and antonyms T2 docx] 2/25/11 [|3 synonyms and antonyms T1 T3.docx] || Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). || F&P Word Study (pg. 423-427) || 12/3/10 [|3 Prefix 1,2] [|3 suffix 1,2] 1/14/11 Use file above 2/25/11 [|3 prefixes]
 * ** R3.A.1.1.2 ** Identify and/or interpret a synonym or antonym of a word used in text. || F&P Word Study (pg. 269-281) || 12/3/10 [|3 synonyms and antonyms T1 T3.docx]
 * ** R3.A.1.2.1 ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.

|| http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA
 * ^  || Wiki – Collaborating the Curriculum

[|prefixes and suffixes]

[|Prefixes Suffixes Multiple Meaning]

[|Prefix and Suffix 3] || 12/3/10 1/14/11 2/25/11 || [|3 context clues 1.docx] 1/14/11 [|3 context clues 2.docx] 2/25/11 [|3 context clues 3.docx] ||
 * ** R3.A.1.2.2 ** Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || MM, SR, GR - //teachers should regularly include in instruction// || 12/3/10
 * ** R3.A.1.3.1 ** Make inferences and/or draw conclusions based on information from the text. || MM Unit 3, SR, GR - //teachers should regularly include in instruction//

Lessons/Resources || 12/3/10 [|3 inference fiction] 1/14/11 2/25/11 || __ Note __ : **Items may target specific paragraphs**. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. || MM Unit 6 || 12/3/10 1/14/11 2/25/11 || [|3FictionSummary.pdf] 1/14/11 2/25/11 || __ Note __ : narrative and **poetic** text  || MM Unit 6 (pg. 373)
 * ** R3.A.1.4.1 ** Identify and/or explain stated or implied main ideas and relevant supporting details from text.
 * ^  || ** Items may target specific paragraphs - **// teachers should regularly include in instruction // ||   ||
 * ** R3A.1.5.1 ** Summarize the key details and events of a fictional text as a whole. || MM Unit 6, SR, GR || 12/3/10
 * ** R3.A.1.6.1 ** Identify the author’s intended purpose of text.

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA

** Use the words “entertain, persuade, and inform ** ” - //teachers should regularly include in instruction// || 12/3/10 [|3authorspurpose.docx] 1/14/11 2/25/11 || 1/14/11  2/25/11 || 1/14/11  2/25/11 ||
 * **R3.A.2.1.1** Identify and/or interpret the meaning of multiple-meaning words used in text. || MM, F&P (pg. 265-289) || 12/3/10 (See A.1.1.1)
 * **R3.A.2.1.2** Identify and/or interpret the meaning of content-specific words used in text. || MM, GR, SR - //teachers should regularly include in instruction// || 12/3/10

** R3.B INTERPRETATION AND ANALYSIS OF FICTIONAL AND NON-FICTIONAL TEXT ** __ Note __ : Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). || F&P (pg. 423 and 427) || 12/3/10 1/14/11 2/25/11 || http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA
 * ** Eligible Content ** || ** Lessons/Resources ** || ** Progress Check/Exit Ticket ** ||
 * ** R3.A.2.2.1 ** Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.
 * ^  || Wiki – Collaborating the Curriculum

[|prefixes and suffixes]

[|Prefixes Suffixes Multiple Meaning]

[|Prefix and Suffix 3] || 12/3/10 (Look left) 1/14/11 2/25/11 || 1/14/11  2/25/11 || 1/14/11  2/25/11 || __ Note __ : **Items may target specific paragraph**s. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. || MM Unit 5 || 12/3/10 [|3MainIdeaNonfiction.docx] 1/14/11 2/25/11 || 1/14/11  2/25/11 || [|3NonfictionSummary.pdf] 1/14/11 2/25/11 || __ Note __ : informational, biographical, and instructional (practical/how-to/advertisement) text  || [|**Smart Tech**] ** (search Author’s Purpose) **
 * ** R3.A.2.2.2 ** Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. || MM, GR, SR - //teachers should regularly include in instruction// || 12/3/10 (See A1.2.2)
 * ** R3.A.2.3.1 ** Make inferences and/or draw conclusions based on information from text. || MM Unit 5 || 12/3/10
 * ** R3.A.2.4.1 ** Identify and/or explain stated or implied main ideas and relevant supporting details from text.
 * ^  || **Items may target specific paragraphs -** //teachers should regularly include in instruction// || 12/3/10
 * ** R3.A.2.5.1 ** Summarize the major points, processes, and/or events of a nonfictional text as a whole. || MM Unit 5 || 12/3/10
 * ** R3.A.2.6.1 ** Identify the author’s intended purpose of text.

** Informational, biographical ** –MM Unit 5

** How to ** – [|www.ehow.com] (search kid-friendly topics) “Butterflies Can Flutter By Your Room” – 2008 PSSA released item

** Advertisements ** – [|Grade 3 2008-09 Released Items] || 12/3/10 [|3authorspurpose.docx] 1/14/11 2/25/11 || __ Character __ (may also be called **narrator, speaker, subject** of a biography): Identify, explain, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. Identify, explain, interpret, compare, and/or describe the relationship between characters and other components of text. __ Setting: __ Identify, explain, interpret, compare, and/or describe the setting (when or where a story or personal narrative takes place); __ Plot __ (**may also be called action**): Identify, explain, interpret, compare, and/or describe elements of the plot (**conflict/**problem, sequence of events, cause and effect relationships in the plot, how the problem was solved). __ Note: __ Items may use the terms //event// or //solution//. Items will not use the word //plot//. Items will ask what happened first, next, last, etc. || MM Unit 2 and 3 || 12/3/10 USE STORY MAPS 1/14/11 2/25/11 || 1/14/11  2/25/11 || 1/14/11Venn diagram 2/25/11 || ** [|Grade 3 2008-09 Released Items] ** || 12/3/10 Use for T1 and T3 1/14/11 Released Item 2/25/11 || __ Note: __ In grade 3 items focusing on opinion are generally worded, “Which of these is an opinion (not a fact)?” || MM Unit 5
 * ** R3.B.1.1.1 ** Identify, interpret, compare, and/or describe components of fiction and literary nonfiction.
 * ^  || ** narrator, speaker, subject - **// teachers should regularly include in instruction // ||   ||
 * ^  || MM Unit 2 and 3 || 12/3/10 USE STORY MAPS
 * ** R3.B.1.2.1 ** Identify, explain, interpret, compare, and/or describe connections between texts. || MM Unit 1 and 2 || 12/3/10 Footprints Released item
 * ** R3.B.2.1.1 ** Identify, explain, and/or interpret examples of personification in text. || “The Island” 2008 Released PSSA Items
 * ** R3.B.3.1.1 ** Identify and/or interpret statements of fact and opinion in nonfictional text.

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA || 12/3/10 1/14/11 2/25/11 || http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA || 12/3/10 1/14/11  2/25/11 ||
 * ** R3.B.3.2.1 ** Identify, explain, and/or interpret exaggeration (bias) where present in nonfictional text. || Wiki – Collaborating the Curriculum
 * ** R3.B.3.3.1 ** Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect or problem/solution. || MM Unit 5

[|Text Organization (Scholastic)]

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA || 12/3/10[|3Text structure T1,T3.docx] 1/14/11[|3Text structure T2.docx] 2/25/11 || 1/14/11[|Sequence T2.docx] 2/25/11 ||
 * ** R3.B.3.3.2 ** Use headings to locate information in a passage, or identify content that would best fit in a specific section of text. || MM Unit 5, GR || 12/3/10[|Sequence.docx]
 * ** R3.B.3.3.3 ** Interpret graphics and charts and/or make connections between text and the content of graphics and charts. || MM Unit 5, GR

Wiki – Collaborating the Curriculum http://wsdgrade3.wikispaces.com/ Click “Assessment” PSSA || 12/3/10 1/14/11 2/25/11  USE TFK GRAPH QUIZ || ** (search “Sequence”) ** || 12/3/10 (see R3.B.3.3.2) 1/14/11(see R3.B.3.3.2) 2/2 ||
 * ** R3.B.3.3.4 ** Identify, compare, and/or explain the sequence of steps in a list of directions. || [|**SMART Tech**]