Third Grade Reading Curriculum Map 2011 2012

3rd Grade Reading Curriculum Map
Isaac School District No. 5

Authors School
Crystal Girard Mitchell
Isela Bautista P.T. Coe
Paulette Groark Lela Alston
Maggie Post J.B. Sutton
LaTonya Jones Moya
Cynthia Miranda Alta E. Butler

Revised 6/16/2011
Misty Caudle Moya
Erika Kingery Moya

Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint and AIMS Student data from the 2010-2011 school year. We have
chosen objectives that are the most heavily weighted on AIMS and are critical for students to master before promotion to fourth grade.

Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter the performance objectives are
spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery. *Each cluster was
designed to take about a week to compute

As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to
support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN
ANY QUARTER ON GALILEO.
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
FLUENCY

S1C5PO1 Grade level text Consistently read grade level text with at least 90 percent accuracy.
PHONICS
Read multi-syllabic words fluently, using letter-sound knowledge.
S1C3PO1 Multi-syllabic words
Apply knowledge of basic syllabication rules when decoding four- or five-syllable written
S1C3PO2 Knowledge of basic syllabication rules words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion, pep/per/o/ni).

Apply knowledge of the following common spelling patterns to read words:
S1C3PO3 Knowledge of common spelling patterns
• that drop the final e and add endings such as: -ing, -ed, or -able (e.g.,
use/using/used/usable)
• with final consonants that need to be doubled when adding an ending (e.g.,
hop/hopping)
• that require changing the final y to i (e.g., baby/babies)
• that end in -tion, -sion, (e.g., election, vision)
• with complex word families (e.g., -ight, -ought); and
• that include common prefixes, suffixes and root words.

S1C3PO4 Common abbreviations
Read common abbreviations (e.g., Wed., Sept.) fluently.
S1C3PO5 High frequency words; irregular sight words
Recognize high frequency words and irregular sight words.

* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7-2-2011
Underlining = Cognitive rigor Isaac School District

PHONICS

S1C3PO6 Knowledge of word order; context to confirm Use knowledge of word order (syntax) and context to confirm decoding.
decoding

PRINT CONCEPTS

S1C1PO1 Alphabetize Alphabetize a series of words to the third letter.

HISTORICAL & CULTURAL ASPECTS Compare events, characters and conflicts in literary selections from a variety of cultures to
S2C2PO2 Knowledge of the historical and cultural aspects their experiences.
of American, British, and world literature


Quarter: 1
Unit Name and Description: Narrative –A

Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)

Narrative selections should contain all literary elements. Why do people read?

The knowledge of vocabulary is important for comprehension and for overall How does comparing and contrasting literary elements contribute to your
academic achievement. understanding of the text?

Using reading strategies helps to better understand narrative text. Why is reading important?

Reading is an essential life skill. How do you acquire new vocabulary?

Stories are a means of communication between cultures and across time. How might knowing literary elements help you to understand a selection?

Key Vocabulary
S2C1PO1 Literary elements; plot, Compare (and contrast) literary elements across stories, literary elements plot
including plots, settings, and characters. characters setting
setting, and characters
selection events
[Analyze] characters (e.g., traits, roles, similarities) within a connections text
S2C1PO2 Character fiction nonfiction
literary selection.
plays poetry
S1C4PO5 Compound word Determine the meaning of compound words, using knowledge narratives knowledge
of individual words (e.g., lunchtime, daydream, everyday). structural elements similar
compound words analyze


S2C1PO7 Knowledge of structural elements Distinguish between/among fiction, nonfiction, poetry, plays, cause effect
and narratives, using knowledge of their structural elements. compare connection
fiction, nonfiction, poetry, plays,
narratives contrast determine
distinguish


Quarter: 1
Unit Name and Description: Narrative-B

Cluster: 2


The knowledge of vocabulary is important for comprehension and for overall How does comparing and contrasting literary elements contribute to your
academic achievement. understanding of the text?

Using reading strategies helps to better understand narrative text. Why is reading important?

Reading is an essential life skill. How do you acquire new vocabulary?

Stories are a means of communication between cultures and across time. How might knowing literary elements help you to understand a selection?

Key Vocabulary
S2C1PO3 Events in a literary selection Sequence a series of events in a literary selection. literary elements plot
setting characters
selection events
S2C1PO4 Connections between earlier and Make relevant connections (e.g., relationships,
connections text
later events. cause/effect, comparisons) between earlier events and later
events in text. fiction nonfiction
poetry plays
S1C4PO4 Contractions Identify the words that comprise a contraction (e.g., narratives identify
can’t=can not, it’s=it is, aren’t=are not). structural elements sequence
contractions comprise
*S2C1PO7 Structural elements: fiction, Distinguish between/among fiction, nonfiction, poetry, plays,
nonfiction, poetry, plays, and and narratives, using knowledge of their structural elements.
narratives


Quarter: 1
Unit Name and Description: Expository Text –A

Cluster: 3

Organizational features help them locate information and understand How is informational text organized to help the reader understand the text?
expository text.
When might you be exposed to expository text in real life?
The ability to locate and use various sources for information is an important
skill in a technological world. What is the purpose of expository text?

People read expository text to gather facts and information. How might supporting details help you find the main idea?

How would you use organizational features to locate specific information?
Key Vocabulary
S3C1PO1 Main idea and supporting details [Determine] the main idea and supporting details in main idea supporting
expository text. features details
paragraph indentation
topic sentence facts
supporting sentence
S1C1PO2 Features of a paragraph; [Analyze] the distinguishing features of a paragraph (e.g., concluding sentences
indentation of first word, topic sentence, supporting sentences, events structural
indentation, topic sentence,
supporting sentences, concluding concluding sentences). nonfiction elements
sentences
*S2C1PO7 Structural elements; fiction, Distinguish between/among fiction, nonfiction, poetry, plays,
nonfiction, poetry, plays, narratives and narratives, using knowledge of their structural elements.


S1C6PO4 Questions Answer and [defend] clarifying questions in order to
comprehend text.


Quarter: 1
Unit Name and Description: Expository Text –B

Cluster: 4
How is informational text organized to help the reader understand the text?
Organizational features help them locate information and understand
expository text. When might you be exposed to expository text in real life?

The ability to locate and use various sources for information is an important What is the purpose of expository text?
skill in a technological world.
How might supporting details help you find the main idea?
People read expository text to gather facts and information.
AZ Essential Learning Key Vocabulary
Standard
Knowledge Skills locate fiction
justify nonfiction
synonyms poetry
S3C1PO2 Facts in response to questions Locate and [justify] facts in response to questions about
expository text. antonyms plays
homonyms narratives
S1C4PO6 Synonyms, antonyms, and Determine the meaning of common synonyms, antonyms, and construct predict
homonyms homonyms. determine relevant
[Construct] relevant questions in order to comprehend text. common
S1C6PO3 Questions

nonfiction, poetry, plays, narratives and narratives, using knowledge of their structural elements.

S1C6PO1 Events and actions Predict events and actions, based upon prior knowledge and
text features.


Quarter: 1
Unit Name and Description: Functional Text

Cluster: 5

Persuasive text presents an opinion of something and tries to get the reader to How do you know which resource to use?
agree.
What real life example can you give where persuasive text has convinced you
Students need to develop an analytical mind when reading persuasive text. to agree?
(ie: viewing commercials, advertisements)
How might you determine the author’s purpose for writing a certain type of
persuasive text?

Key Vocabulary
S3C3PO2 Persuasive vocabulary Identify persuasive vocabulary (e.g., emotional words) fact opinion
used to influence readers' perspectives. persuasive text to self
text to text persuade
S1C6PO6 Text to self, text to text Connect information and events in text to experience and advertisements/ads poster
to related text and sources. product labels related
influence perspective
S3C3PO1 Fact and opinion in persuasive text Distinguish fact from opinion in persuasive text (e.g., title table of
advertisements, product labels, written communications)..
reading contents
S3C1PO3 Organizational features; Locate specific information by using organizational features captions bold print
(e.g., title, table of contents, headings, captions, bold print, key words glossary
title , table of contents, headings ,
key words, glossary, indices, italics) in expository text. indices/index italics
captions, bold print, key words,
glossary, indices, italics


Quarter: 2
Unit Name and Description: Narrative –A

Cluster: 6


Using reading strategies helps readers better understand narrative text. How does comparing and contrasting literary elements contribute to your
understanding of the text?
Reading is an essential life skill.
Why is reading important?
Stories are a means of communication between cultures and across time.
When might the genre of a selection affect your understanding of the text?

How might knowing the literary elements help you to understand a selection?
Key Vocabulary
*S2C1PO1 Literary elements; plot, Compare (and contrast) literary elements across stories, literary elements plot
setting, and characters including plots, settings, and characters. setting character
character traits compare
*S2C1PO2 Character [Analyze] characters (e.g., traits, roles, similarities) within a contrast similar
literary selection. relationships cause
effect connections
S2C1PO5 Speaker and narrator Identify the speaker or narrator in a literary selection.
events speaker


S1C4PO1 Prefixes Use knowledge of prefixes (e.g., un-, re-, in-, dis-) to narrator narrative
determine the meaning of words.
prefixes clarify

*S1C6PO4 Questions Answer and [defend] clarifying questions in order to
comprehend text.

narratives


Quarter: 2
Unit Name and Description: Narrative –B

Cluster: 7


Using reading strategies helps readers better understand narrative text. How does comparing and contrasting literary elements contribute to your

How might knowing the literary elements help you to understand a selection?
Key Vocabulary
*S2C1PO4 Connections between earlier and Make relevant connections (e.g., relationships, plot setting
later events cause/effect, comparisons) between earlier events and later
character compare
events in text.
contrast similar
relationships cause
S1C6PO2 Prediction about an action or event Compare a prediction about an action or event to what
actually occurred within a text. effect connections
events prediction
S1C4PO2 Suffixes Use knowledge of suffixes (e.g., -ful, -ly, -less) to determine abbreviations suffixes
the meaning of words. construct create


S1C4PO3 Abbreviations Recognize and [interpret] words represented by common recognize interpret
abbreviations (e.g., Mr. Ave., Oct.). relevant occurred
distinguish
*S1C6PO3 Questions [Construct] relevant questions in order to comprehend text.

narratives


Quarter: 2
Unit Name and Description: Functional Text-A

Cluster: 8
What is functional text?
We use functional text to simplify information.
What is the purpose of functional text?
Functional text helps make your life easier.
Why is following directions important?
Following the sequence of written instructions is important to the
understanding of text and the completion of tasks. How is functional text different from other types of texts?

Key Vocabulary
S3C2PO3 Written directions Evaluate written directions for sequence and written directions documents
completeness.
multi-step directions functional

S3C2PO1 Multi-step directions Follow a set of written multi-step directions.

S3C2PO2 Multi-step directions Provide multi-step directions.


Quarter: 2
Unit Name and Description: Functional Text-B

Cluster: 9

We use functional text to simplify information. What is functional text?

Functional text helps make your life easier. What is the purpose of functional text?

Following the sequence of written instructions is important to the Why is following directions important?
understanding of text and the completion of tasks.
How is functional text different from other types of texts?
Key Vocabulary
S3C2PO4 Functional documents Interpret information in functional documents (e.g., maps, map schedule
schedules, pamphlets) for a specific purpose.
pamphlet pronunciation
syllabication synonyms
parts of speech structural elements
nonfiction

S1C4PO7 Pronunciation, syllabication, Determine the meanings and other features of words (e.g.,
synonyms, and parts of speech pronunciation, syllabication, synonyms, parts of speech) using
the dictionary, thesaurus, CD-ROM and Internet when
available.


Quarter: 2
Unit Name and Description: Poetry

Cluster: 10
How is poetry read aloud differently from other forms of literature?
Poetry is used to communicate and express ideas and feelings.
What is a poem?
Poems are used to express feelings and create visual images in the mind of the
reader. What do you like about poetry?

The elements of poetry help distinguish it from other forms of literature. How do the structural elements of poetry help you distinguish it from other
forms of literature?
Key Vocabulary
S2C1PO6 Poetry elements Identify rhyme, rhythm, repetition, and sensory images in structural elements verse
poetry. rhyme rhythm
repetition stanza
*S2C1PO5 Speaker and narrator Identify the speaker or narrator in a literary selection. line sensory
images poetry
poem speaker
S1C5PO2 Familiar prose and poetry with Read aloud from familiar prose and poetry with fluency and poetry elements narrator
fluency appropriate rhythm, pacing, intonation, and vocal patterns. prose fluency
expression
narratives


Quarter: 3
Unit Name and Description: Expository Text –A

Cluster: 11

Organizational features help us locate information and understand expository How is informational text organized to help the reader understand the text?
text.
The ability to locate and use various sources of information is an important

People read expository text to gather facts and information. How might the supporting details help you find the main idea?

Key Vocabulary
S3C1PO4 Informational texts; Trade Use a variety of sources (e.g., trade books, encyclopedias, electronic source charts
books, Encyclopedias, Magazines, magazines, atlases, almanacs, electronic source, textbooks) graphic features maps
Atlases, Almanacs, electronic to answer specific questions, and/or gather information. diagrams illustrations
source, textbooks table of content timelines
topic sentence title
*S3C1PO1 Main idea and supporting details [Determine] the main idea and supporting details in expository supporting sentences headings
text. concluding sentences captions
*S3C1PO3 Locate specific information by using organizational features organizational features tables
Organizational features;
(e.g., title, table of contents, headings, captions, bold print, key
title, table of contents, headings,
words, glossary, indices, italics) in expository text.
captions, bold print, key words,
glossary, indices, italics
*S3C1PO2 Facts in response to questions Locate and [justify] facts in response to questions about
expository text.


Quarter: 3
Unit Name and Description: Expository Text- B

Cluster: 12

Organizational features help us locate information and understand expository How is informational text organized to help the reader understand the text?
text.
The ability to locate and use various sources of information is an important

People read expository text to gather facts and information. How might the supporting details help you find the main idea?

Key Vocabulary
S3C1PO5 Graphic features; charts, maps, Interpret information from graphic features (e.g., charts, Interpret table
diagrams, illustrations, tables, maps, diagrams, illustrations, tables, timelines) of timeline diagram
and timelines expository text. illustration graphic
organizer graphic
feature chart
S1C6PO5 Graphic organizers; webs, venn [Analyze] information from graphic organizers (e.g., webs, bold print key words
diagrams, and flow charts Venn diagrams, flow charts) to comprehend text. venn diagram web
*S1C6PO4 Questions Answer and [defend] clarifying questions in order to flow chart clarify
comprehend text. defend glossary
indices/index italics


Quarter: 3
Unit Name and Description: Narrative Text-A

Cluster: 13


Using reading strategies helps readers understand narrative text. How does comparing and contrasting literary elements contribute to your

How might knowing literary elements help you to understand a selection?
Key Vocabulary
*S1C6PO4 Clarifying questions Answer and [defend] clarifying questions in order to literary elements plot
comprehend text. experiences events
speaker narrator
*S2C1PO5 Speaker or narrator Identify the speaker or narrator in a literary selection. relevant questions fiction
clarifying questions nonfiction
structural elements plays
*S2C1PO3 Events Sequence a series of events in a literary selection. narratives

*S2C1PO7 Fiction, nonfiction, poetry, plays, Distinguish between/among fiction, nonfiction, poetry, plays,
and narratives and narratives, using knowledge of their structural elements.


Quarter: 3
Unit Name and Description: Narrative Text-B

Cluster: 14

Narrative selections should contain all literary elements. Why do people read and why is it important?


Key Vocabulary
*S1C6PO3 Relevant questions [Construct] relevant questions in order to comprehend text. literary elements plot
setting characters
text to self text to text
*S2C1PO1 Literary elements; plot, setting, Compare (and contrast) literary elements across stories, experiences events
and characters including plots, settings, and characters. relevant questions fiction
structural elements nonfiction
plays narratives
*S1C6PO6 Text to self, text to text Connect information and events in text to experience and to
related text and sources. construct compare
contrast similar
narratives


Quarter: 3
Unit Name and Description: Vocabulary

Cluster: 15

Narrative selections should contain all literary elements. Why do people read and why is it important?


Key Vocabulary
*S1C4PO7 Pronunciation, syllabication, Determine the meanings and other features of words (e.g., determine pronunciation
synonyms, parts of speech pronunciation, syllabication, synonyms, parts of speech) syllabication synonyms
using the dictionary, thesaurus, CD-ROM and Internet parts of speech contractions
when available.
synonyms antonyms
Identify the words that comprise a contraction (e.g., homonyms prefixes
*S1C4PO4 Contractions
can’t=can not, it’s=it is, aren’t=are not) suffixes dictionary
Determine the meaning of common synonyms, antonyms, and thesaurus CD-ROM
*S1C4PO6 Synonyms, antonyms, and
homonyms homonyms internet

*S1C4PO1 Prefixes Use knowledge of prefixes to (e.g., un-, re-, in-, dis-) to
determine the meaning of words.
*S1C4PO2 Suffixes Use knowledge of suffixes (e.g., -ful, -ly, -less) to determine
the meaning of words.


Quarter: 4 The POs in the following clusters are from the subsequent grade level (4th grade)
Unit Name and Description: Narrative Text

Cluster: 16

All narrative elements must be present in any literary selection. Why do people read stories?

Reading is an essential life skill. How is reading an essential life skill?

People read different types of narrative literature for different purposes. How does literature contribute to a better understanding of yourself in relation
to the world around you?
Literary techniques are used to help influence readers’ feelings and attitudes. What are narrative elements and why are they important?

Key Vocabulary
S2C1PO1 Main problem or conflict of a plot [Explain] the main problem or conflict in a plot. plot resolution
in a narrative
conflict setting
narrative historical period
S2C1PO2 Resolution Identify the resolution of a problem or conflict in a plot. major character explain
minor character traits
identify distinguish
S2C1PO4 Characters Distinguish between major and minor characters.


Unit Name and Description: Expository Text

Cluster: 17

Expository text is factual information with main ideas and supporting details. What does expository text look like in the real world?

Every event has a cause and an effect. How can you differentiate fact from opinion in expository text?

Using reference materials can help you understand what you are reading. If you don’t understand a word, how can you understand its meaning?

An author’s position can influence a reader’s opinion of the expository text. Could there be facts and opinions in expository text?

Key Vocabulary
S3C1PO1 Main idea and supporting details [Determine] the main idea and supporting details in main idea details
expository text. fact opinion
S3C1PO2 Fact and opinion organizational features captions
Distinguish fact from opinion in expository text.
indices/index diagram
graphic features determine
S3C1PO4 Organizational features of Locate specific information by using organizational features
expository text distinguish
(e.g., table of contents, headings, captions, bold print,
glossaries, indices, italics, key words, topic sentences,
concluding sentences) of expository text.



Unit Name and Description: Functional

Cluster: 18

We read for specific purposes everyday. How does personal experience help you understand functional text?

Functional text helps make your life easier. How is functional text used in real life?

Functional text is organized in a specific order. How does the author’s purpose determine what you do with the text?

What distinguishes functional text from other types of text?

How have you used functional text to help you in your life?
Key Vocabulary
S3C2PO2 Functional text Interpret details from functional text for a specific functional text expository
purpose (e.g., to follow directions, to solve problems, to author’s purpose memos
perform procedures, to answer questions).
directory search engines
S3C2PO1 Information from functional text Locate specific information from functional text (e.g., letters,
memos, directories, menus, schedules, pamphlets, search pamphlets manuals
engines, signs, manuals, instructions, recipes, labels, forms).

S3C1PO3 Author’s main Determine author's main purpose (e.g., to inform, to describe,
to explain) for writing the expository text.


Third Grade Reading Curriculum Map 2011 2012

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Third Grade Reading Curriculum Map 2011 2012