Cgela

Orangeburg
Consolidated School
District Five
Curriculum Pacing Guide
2012 - 2013
ELA
3rd Grade
Acknowledgements
We would like to thank the following teachers for their dedication to the
students of Orangeburg Consolidated School District Five. These teachers gave
time and professional knowledge to modify and enhance the curriculum pacing
guides to move our students and district towards being a world-class
organization.
Beatrice Keitt-Williams, 3rd Grade ELA (Whittaker)

Chedra Anthony, 3rd Grade ELA (Whittaker)
Denise Brown-Johnson, 4th Grade ELA (Rivelon)
Dyrese Houser-Jackson, 4th Grade ELA (Bethune-Bowman)
Dabetta Smith, 5th Grade ELA (Brookdale)
Chinyeaka Ihekweazu, 3rd Grade Math (Whittaker)
Tonya Yarbrough, 3rd Grade Math (Marshall)
Elaine Rice, 4th Grade Math (Bethune-Bowman)
LaToya Glen, 4th Grade Math (Marshall)
Latasha Little-Robinson, 5th Grade Math (Brookdale)
Ada Akins, 5th Grade Math (Marshall)
Lynn Rivers, 3rd Grade Science (Dover)
Shalanda Shuler, 3rd Grade Science (Brookdale)
Patricia Hampton, 4th Grade Science (Rivelon)
Mary Robinson, 4th Grade Science (Whittaker)
Natasha Berry, 5th Grade Science (Brookdale)
Thomas Smalls, 5th Grade Science (Mellichamp)
Tawana Frederick, 5th Grade Science (Whittaker)
Wendy Richardson, 3rd Grade Science (Clark)
Chandra Moore, 3rd Grade Science (Rivelon)
Audrey Irick, 4th Grade Social Studies (Marshall)
Andrea Perkins, 4th Grade Social Studies (Whittaker)
Anwar Hodges, 5th Grade Social Studies (Brookdale)
Sarah Hutto, 5th Grade Social Studies (Sheridan)
Reminder: This document is in draft form. Based on the most current and future data, the
pacing may change. Please only print one semester at a time as changes may be made by the
team as deemed necessary.
Week of Aug. 20th - Aug. 24th

Aug. 20th - Aug. 24th
Indicators
3-1.1 Analyze the details that support the expression of the
main idea in a given literary text.
CCSS
3.RL.1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
3.RI.2. Recount stories, including fables, folktales,
and myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the text.
3.SL.2. Identify the main ideas and supporting
details of written texts read aloud or information
presented graphically, orally, visually, or multimodality.
3-3.1 Generate the meaning of unfamiliar and multiplemeaning words by using context clues.
3.RL.4. Determine the meaning of words and

phrases as they are used in a text, distinguishing
literal from non-literal language.
3.RI.4. Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
3.RF.4. Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression.
c. Use context to confirm or self-correct
word recognition and understanding, rereading
as necessary.
3-4.1 Generate and organize ideas for writing using

prewriting techniques (for example, creating lists, having
discussions, and examining literary models).
3.W.1. Write opinion pieces on familiar topics or

texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing
about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the
opinion.
c. Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
d. Provide a concluding statement or section.
3.W.2. Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
a. Introduce a topic and group related
information together; include illustrations when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
and details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.

3.W.4. With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
Instructional Strategies
3-1.1
1. The teacher will use who, what, where, how, and why questions to direct students to the main idea of the paragraph
by focusing on the important details in the paragraph. Quadrant B
2. Students will make an outline of important details in a paragraph based on the main idea. Quadrant C
3. The student will use key points to recall details. Quadrant B
4. Students will participate in a scavenger hunt after reading a story. Prior to reading the story, the teacher will place
around the room clue cards containing details from the story. Students must answer each clue before proceeding
to the next clue. Quadrant D
5. Do an Everybody Read to activity with a selected story or passage. Students read silently to a specific detail
that is stated by the teacher. Students can use sticky notes to mark the part that helped them find the details.
Quadrant C
6. The students will use the four square writing to summarize the main idea for each chapter. Quadrant C
3-3.1
1. The teacher will write words with multiple meanings on the top of index cards and give each student one card.
Students will write a sentence using that word. The teacher will collect the cards and redistribute them. Students
will write another sentence using another definition. Students are encouraged to use dictionaries. Quadrant B
3-4.1
1. Students will use a clustering web. Quadrant C
2. Use the following graphic organizer to plan student writing.
Introduction
Topic 1
Topic 2
Topic 3
Conclusion
3. Students will use T charts, Venn diagrams, character webs or other graphic organizers to support the writing
process. Quadrant C
4. The teacher will model different graphic organizers for different types of writing. The teacher will choose a specific
organizer for the prewriting activity. Students will give input filling out the graphic organizer. Students will use the
graphic organizer to write, transferring the information from the diagram to the paragraph. Quadrant B
5. The students will maintain a journal of possible writing topics to generate ideas. Quadrant A
6. The teacher will show a picture to the class. Students will brainstorm sense words (sight, sound, smell, touch, taste)
to describe the picture. Quadrant A
Resources
Daily Oral Language
Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/,
http://wvde.state.wv.us/learn21/3/5/languagearts/, http://www.Internet4classrooms,
http://www.wordlywise3000Winter
S3 Curriculum: http://scde.mrooms.org/index.php?page=14483
Other Resources: PASS Coach Book ELA: pgs. 40-43, PASS Coach Book ELA: pgs. 26-29,
PASS Coach Book ELA: pgs. 162-165, "Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf
Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31th

Indicators
3-1.2 Analyze a given literary text to make, revise, and
confirm predictions and draw conclusions.
CCSS
3-3.2 Use base words and affixes to determine the

meanings of words.
3.RF.3 Know and apply grade-level phonics and

word analysis skills in decoding words.
a. Identify and know the meaning of the most
common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled
words.

understanding of a text, referring explicitly to the text as
the basis for the answers.
3-4.2 Use complete sentences (including compound

sentences) in writing.
3-1.2
1. The teacher will record events on one index card labeled A and the event that would follow it on another index card
labeled B. The teacher will distribute the cards randomly to the students. Students will make predictions on the
possible event to follow. Students with A cards will predict and find the matching card. Quadrant C
2. The teacher will read aloud one or two sentences of a paragraph. Students will predict what will come next. The
teacher will read the next sentence, and students will revise their predictions if necessary. The teacher will continue
this pattern until the paragraph is complete. Quadrant C
3. Students will make predictions based on the title page. They will then determine whether their predictions are
correct or incorrect. Quadrant C
4. After listening to or reading a story, students will predict what a sequel to the story would be. Students share their
predictions with the class. Quadrant C
5. Students will write a story on a piece of paper with the ending written on a separate piece of paper. The teacher will
divide the class into pairs. Students will take turns reading their story to their partner without reading the ending.
The partner tries to predict the ending of the story. Students will share story endings after all have made
predictions. Quadrant D
6. Use an anticipation guide using these directions. Before reading the text, read the following statements. Put a
check mark in the Before Reading column next to each statement with which you agree. Be prepared to discuss
your responses. After you read the selection, put a check mark in the After Reading column next to each
statement with which you agree. Be prepared to discuss your responses. Quadrant C
3-3.2:
1. Students will find complex words in stories that have affixes. Students will list these words and their meanings
based on the affixes. Quadrant A
2. The teacher will give students root words. Students will add several different affixes to the words making them
complex and discuss how the meanings changed. Quadrant C
3-4.2
1. Pick a Sentence - The teacher will write simple and compound sentences and sentence fragments on sentence
strips and put them in a bag. Students will take turns pulling a strip out of the bag and reading it to the class.
Classmates will signal sentences, compound sentences, or sentence fragment. Quadrant B
2. The teacher will write sentences (declarative , imperative, exclamatory, and interrogative) and cut apart the words
into sentences and sticky note appropriate punctuation. The groups will share and identify the type of sentence.
Quadrant C
3. The teacher will bring in a mystery bag and the students will draw an item from the bag. The students will write a
complete sentence to describe the item. The students will share their sentence with the class. Quadrant C
4. The teacher will write simple sentences on index cards. The students will work in pairs to form compound
sentences. Quadrant B
Resources
Daily Oral Language

Other Resources: PASS Coach Book ELA: pgs. 48-51, PASS Coach Book ELA: pgs. 132-135, "Quinn"Essential
Reading Log
Common Core:
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th

Sept. 3rd
Indicators
Labor Day (Holiday)
CCSS
Labor Day (Holiday)
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicators
3-1.3 Analyze the text to determine first-person point of
view.
3-3.3 Interpret the meaning of idioms encountered in texts.
CCSS
3.RL.6. Distinguish their own point of view from that
of the narrator or those of the characters.
3.L.5. Demonstrate understanding of word
relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral
meanings of words and phrases in context
(e.g., take steps).
b. Identify real-life connections between
words and their use (e.g., describe people
who are friendly or helpful).
c. Distinguish shades of meaning among
related words that describe states of mind
or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered).
3-4.3 Create paragraphs that include a topic sentence with

supporting details and logical transitions.

opinion.
3-4.7 Use correct letter formation when using manuscript

and cursive writing.
3-1.3
1. Teacher will read sentences aloud, and students will identify the point of view. Quadrant A
2. Teacher will give students sentences written on sentence strips. Students will identify the point of view in each
sentence. Quadrant A
3. Students will identify the narrator and his point of view in any story they read. Quadrant B
4. The teacher can read aloud any version of The Three Little Pigs and discuss the authors point of view. Then the
5.
6.
7.
8.
teacher will read aloud The True Story of the Three Little Pigs (Scieszka), discussing the authors point of view.
Quadrant A
The student will rewrite a folktale of Asia or Africa from another point of view. Quadrant C
Read The Wolf Story: What Really Happened to Little Red Riding Hood, by Toby Forward. Students give examples
of why the story is written in first point of view.
Teacher will read sentences aloud, and students will identify the point of view. Quadrant A
Teacher will give students sentences written on sentence strips. Students will identify the point of view in each
sentence. Quadrant A
3-3.3
1. The teacher will discuss common idioms. Students will choose an idiom discussed by the teacher, define the
idiom, and illustrate it. Quadrant B
2. Students will write their own idioms. Quadrant C
3. Students will keep a class chart to list common idioms they hear throughout an extended period of time. Quadrant
B
4. Students will mark idioms found in their reading using sticky notes. The class will discuss the meaning of each
idiom found. Quadrant B
5. Use examples of idioms in their own writing. Quadrant D
6. The teacher will read aloud a book about idioms. Suggestions: Move Parts by Ted Arnold, Who Let the Cat Out of
the Bag? By Calif Newcastle Ave. Elementary, The King Who Rained by Fred Gwynne, My Momma Likes to Say by
Denise Brennan-Nelson.
7. The student will identify and interpret idioms from read aloud books suggested in the aforementioned instructional
strategy.
8. Create a T-chart showing differences between figurative and literal meanings. (Amelia Bedelia books may help).
9. Students will illustrate or find examples in magazines/newspapers to make a class book of idioms and literal
interpretations.
10. The teacher will show students pictures of idioms and students will try to guess the idiom.
3-4.3
1. The teacher will write a short descriptive paragraph, getting the story off topic, and will distribute a copy of the
paragraph to each student. The teacher will provide sticky notes for each student to mark the places where the
paragraph gets off topic and insert a sentence that would be appropriate. Quadrant C
2. The teacher models how to read through a piece of writing looking for ideas that do not focus on the central idea.
The teacher can use student writing as an example. Quadrant C
3. The teacher will prepare index cards that have a group of related words (for example: leaves, trunk, branches) and
another index card will have the central idea (tree). The teacher will distribute one card to each student. Students
are given a few minutes to find his/her partner. After the class is paired up, students will write a descriptive
paragraph about that topic. Quadrant D
4. The teacher will teach a mini lesson on good beginnings in paragraphs. During Authors Chair, students will focus
and reflect on beginnings. Quadrant D
5. The teacher will assign each student a noun (apple). Students will expand descriptive details by adding adjectives
to this noun (big, red, juicy apple). Quadrant C
6. The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold pieces
of paper into four sections and distribute one to each group. In the top left square of the folded paper, students will
write about the topic. Students pass papers either to the left or right. Students will use the top right square to
respond to what was written in the top left square. Pass papers again. Using the bottom left square, students will
respond again to what was written in square one. Pass papers again so that the original owner responds again in
the fourth square. Quadrant D
7. Students will create an idea web using adjectives or adverbs. Quadrant D
round
bouncy
quickly
walk
ball
red
slowly
spherical
swiftly
carefully
3-4.7
1. Students will practice writing words from print into cursive, using the Word Wall game Heads and Tails. First, the
class will play the game orally. Then students will play independently. The teacher will challenge students to see how
long they can keep it going. Ex. One student writes a word from the Word Wall in cursive. The second student must
write a second word (in cursive) from the Word Wall that begins with the last letter of the first word given. Quadrant B
2; The teacher will use overhead transparencies to demonstrate correct cursive writing. Quadrant A
3. Students will create a book showcasing their very best cursive. Quadrant C
Resources
Daily Oral Language
Other Resources: "Quinn"Essential Reading Log
Common Core:
Assessment
Week of Sept. 10th - Sept. 14th

Indicators
3-1.4 Distinguish among devices of figurative language
(including personification, and hyperbole).
CCSS
(e.g., take steps).
b. Identify real-life connections between words
and their use (e.g., describe people who are
friendly or helpful).
3-3.4
Read high-frequency words in texts.
3-4.4 Use grammatical conventions of written Standard

American English: comparative and superlatives.
3.RF.3 Know and apply grade-level phonics and

a. Identify and know the meaning of the
most common prefixes and derivational
suffixes.
words.
3.L.1. Observe conventions of grammar and usage
when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in particular sentences.
b. Form and use regular and irregular plural
nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses.
f. Ensure subject-verb andpronoun-antecedent
agreement.*
g. Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on what is
to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and complex
sentences.
3-1.4
1. The teacher will select read aloud books that contain similes and metaphors such as The Snow Tree by Caroline
Repchuk. Students will create a list of similes and metaphors found in the story. Quadrant B
2. Students will write their own similes or metaphors and illustrate. Quadrant C
3. The students will create their own illustration. From the illustration, the students will write similes or metaphors.
Quadrant C
4. Students will write alliterations using each letter of the alphabet. They will compile alphabet alliterations into a book
entitled ABC Alliterations. Students will share books with each other and a kindergarten or first grade class.
Quadrant C
5. Students will write an alliteration sentence using the beginning sound of their name. Quadrant C
6. Students will read and find examples of metaphors and onomatopoeia in stories such as Piggie Pie by Margie
Palantini. Quadrant B
7. Students will read and find examples of figurative language from poetry books such as by Shel Silverstein and Jack
Prelutsky.
8. Sing onomatopoeia song: 1,2,3,4
Onomatopoeia
5,6,7,8
Onomatopoeia words sound like they say
like boom, swish, clap, stomp
Onomatopoeia.
9. Incorporate a read aloud that contains onomatopoeia such as Click Clack Moo: Cows that Type. Students can give
a thumbs up when they hear the examples of onomatopoeia.
10. Incorporate a read aloud that contains personification such as The Talking Eggs by Sovci. Have students locate
examples of personification.
3-3.4
1. Students can use sticky notes to flag/identify Word Wall Words as they read.
2. Create a Sentence. Put students in pairs. Partners Dec.ide on a Word Wall Word with five (5) to seven (7) letters.
Each partner makes a new word with each letter of the Word Wall Word and creates a sentence using the new
words. (Ex. Word Wall Word first. New words are selected to complete the sentence Freddy is running straight
there.) The partners compare their sentences to see which sentence works best for the word.
3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. bear). The next
player will write a word that begins with the last letter of the first word (ex. bear rat). The next person will begin
their word with the last letter of the second word (ex. bear rat there). The students continue to write a word
until a chain (bearratthere) is formed. Words could be used from special content areas such as
habitatturtleeggsshelter.
4. Make a Sentence. When beginning a new unit, have students brainstorm all the words they know related to the
subject. Write down all the important vocabulary on the board. Once all the vocabulary has been discussed and the
students know the words, have each student write a sentence with each of the words. Divide into small groups.
Each child will dictate one sentence to the group. Each member of the group will write the sentence down. When
each member has dictated one sentence, students will pass their papers around the group to have their sentences
edited.
5. Play a game, Word Theater. This game is similar to charades, two reading partners review a selection of text and
select words that are essential to the lesson. Together they plan how to dramatize the words for another reading
team. During the Word Theater, the observing team cannot say the word out loud, but they have to find it in the
text.
6. Play a game, Sketch a Word. This game is similar to Pictionary, students take turns sketching something that will
bring a high-frequency word to mind for their team. They continue drawing until someone in the team guesses the
word. Words can also be selected from content area studies.
3-4.4
1. The teacher will provide students with two short sentences and have them use a conjunction to make one sentence.
Quadrant B
2. The teacher can teach a mini-lesson using current student writing. (Mini-lessons on conventions, adjectives, and
conjunctions.) Show student writings and how correct changes can be made to the paper. Quadrant B
3. The teacher will read aloud a book that contains a lot of adjectives such as Many Luscious Lollipops by Ruth Heller.
The students will chart adjectives and discuss their value in literature. The students will go on an Adjective
Scavenger hunt. The students will share words found and add to a class word chart. Future and past stories can be
revised using some of these adjectives. This activity could be modified to all parts of speech by varying the read
aloud. Quadrant C or D-Depending on the assignment.
4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague
words and use a thesaurus to help them find a more specific word. Quadrant C
5. To expand sentences use different colored pencils (adj.-red, noun-blue, adverb-green, verb-orange, prepositional
phrase-purple).
Resources
Daily Oral Language

Other Resources: PASS Coach Book ELA: pgs. 116-131, "Quinn"Essential Reading Log
Common Core:
Assessment

Sept. 17th - Sept. 21st
Indicators
3-1.5 Analyze the relationship among characters, setting,
and plot in a given literary text.
CCSS
3.RL.3. Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
3.RL.5. Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
3.RL.7. Explain how specific images and
illustrations contribute to or clarify a story (e.g.,
create mood, emphasize particular aspects of
characters or settings).
3.RL.9. Compare and contrast the themes, settings,
and plots of stories written by the same author about
the same or similar characters (e.g., in books from
a series).
3-3.5 Use context clues to determine the relationship

between two or more words (including synonyms,
antonyms, and homonyms).
3-4.5 Revise the organization and development of content
and the quality of voice in written works.
3.W.5. With the guidance and support from peers and

adults, develop and strengthen writing as needed by
planning, revising, and editing.
3.L.2. Observe conventions of capitalization,
punctuation, and spelling when writing.
a. Capitalize important words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in
dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency
and other studied words and for adding
suffixes to base words (e.g., sitting, smiled,
cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
3-1.5
1. The teacher will use a permanent marker to write a different literary element question on each section of a beach
ball. After reading a story, the teacher will gently toss the ball to a student who will answer the question that is
closest to his/her right thumb. That student tosses the beach ball back to the teacher to repeat the process.
Quadrant B
2. The teacher will number story elements and display them throughout the room. The teacher will then distribute cards
with numbers matching the story elements. Students will stand under the story element that matches their card.
Students will take turns explaining their story element or giving examples from previously read stories. Quadrant B
3. The teacher will read a chapter book to the class. Students will make a flip book including each story element (plot,
setting, characters, etc.), listing chapter name or number instead of dates on each section. Students will add details
to the flip book as each chapter is read. For instance, on the Character section, if a new character is introduced in
Chapter 3, students would add that name. Quadrant C (if done independently)
4. After reading a story aloud, students will write questions on sticky notes to ask each other about details, main idea,
sequence, setting, or characters. The teacher will make a chart listing the categories details, main idea, sequence,
setting, characters. Students will put the question they asked under the type of question it is. Students should have
an equal number of questions to represent each category. Quadrant C
5. The teacher will use a web or other graphic organizer for identifying literary elements. Students will complete each
heading with details. Quadrant C
3-3.5
1. The teacher will make a large class chart to display synonyms, homonyms, and antonyms. Students will generate a
list of homonyms, antonyms, and synonyms by creating a three-column chart in their journals. The students can add
their examples to the class chart. Quadrant A
2. The teacher will distribute index cards that have pairs of words (homophone, synonym, or antonym) on them.
Students will find the person who has their match. Each pair will display the pair of words for the class. Quadrant A
3. The teacher will present sentences on sentence strips or on the board, underlining one word. Students will read a
sentence and change the underlined word to its antonym, synonym, or homonym. Quadrant B
4. The teacher will call an antonym, synonym, or homonym to one student who must call one back. That student will
then call an antonym, synonym, or homonym to another student who must call one back. This continues until all
students have played. Quadrant B
5. Students will generate a class list of homophones. Each student will then create fill-in-the-blank sentence(s) with
homophone pairs from the class list. Students will create an answer key for their sentence(s) so that papers can be
traded with classmates to fill in the blanks from the homophone list. Do not use homonyms. Quadrant B
6. Read Ameila Bedelia and list homonyms in the story. Students will write the correct meanings. Quadrant B
7. Use analogies to show relationships.
3-4.5
1. Cracking Open General Words: The teacher will write a sentence on the board which contains general vocabulary.
For example: I had fun at the amusement park. The teacher will demonstrate to the class how to revise the general
words into specific vocabulary. For example: I had an awesome time when I went to Six Flags Over Georgia and
rode Batman with my feet dangling in midair while the roller coaster whipped me around in upside down circles.
Quadrant A
2. The teacher will compile a list of overused words (nice, good, bad, fun, etc.). Students will create a list of synonyms
for use during writing. From this the teacher will create a Very Vivid Vocabulary list to post in the room. Students
may refer to this when revising. Quadrant A
3. Students will participate in peer and teacher revision conferencing. Quadrant C
4. Said is Dead. The teacher and students will brainstorm a list of suitable replacements for the word said. During
student conferencing, the teacher can remind students that said is dead in order to help them remember to use
synonyms for said. Quadrant C
5. The teacher will encourage use of figurative language and similes, etc. into writing to develop vocabulary growth.
Add these to a posted list of vivid vocabulary throughout the year. Quadrant A
6. The teacher will anonymously pass out samples of student writing. Each student will proofread the writing sample
and write any questions they have pertaining to that piece. The teacher will redistribute writing to original owners.
Quadrant C
7. The teacher will divide the class into pairs. Students will conference with each other to revise for clarity. Quadrant C
8. Students will take turns reading their own writing in the Authors Chair. The teacher and other students will ask
questions and give ideas to revise writing for clarity. Quadrant D
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 82-93, PASS Coach Book ELA: pgs. 22-25, PASS Coach Book ELA:
pgs. 148-151, "Quinn"Essential Reading Log
Common Core:
Assessment

Indicators
3-1.6 Analyze the effect of the authors craft (for example,
word choice and sentence structure) on the meaning of a
given literary text.
CCSS
3-1.RL.7. Explain how specific images and
illustrations contribute to or clarify a story (e.g.,
create mood, emphasize particular aspects of
characters or settings).
3-3.7 Spell words that have blends and contractions.

3-4.5 Revise the organization and development of content
and the quality of voice in written works.
3-4.W.5. With guidance and support from peers and

adults, develop and strengthen writing as
needed by planning, revising, and editing.
dialogue.
cries, happiness).
3-1.6
1. The teacher will read two to three books aloud and discuss the authors craft (word choice and sentence structure)
with students. With the students helping, the teacher will model the first book. Pairs of students will collaborate on
books and present findings to the class.
2. The teacher will read a book aloud for the purpose of discussing the authors craft to determine the effectiveness of
creating clear meaning of the text. The teacher guides students through the read aloud using strategies of
previewing and making predictions to assist students in identifying what the authors purpose is in the story. As the
teacher presents the text, the students identify choices made by the author (authors craft) to strengthen his/her
purpose. The teacher will provide an Authors Craft Chart to be completed throughout the interactive read aloud
experience. (see below for an example) As students provide examples for each area of the authors craft, they will
determine its effectiveness in helping present a clear meaning of the literary text. (0 is the lowest score which
means the craft was not used or not effective, 10 is the highest score which means the craft was most effective)
3. The teacher will focus on one particular component of the authors craft for a read aloud. The students will identify
examples of that component in the text being read. Students will offer other examples of that component that the
author could have used in the text. Student will also share ideas they have for using the craft in their own writing.
Suggested crafts: point of view, text organization, sentence structure, figurative language (metaphor, simile,
alliteration, hyperbole, onomatopoeia, etc.), word choice, illustrations, and photographs.
4. To develop students ability to choose the best word for their writing, teach students how to categorize words by
theme or topic. For example: tell the students they will be writing a fractured fairy tale about a dragon. Have
students brainstorm as many related words to fairy tales, dragons, and possible plots that they know. Using a
thesaurus, take some of the simpler words and find beefier ones to replace them. Make sure they analyze the new
word choice to make sure that it doesnt change the meaning of what they want to write about. They need to be
reminded that words sometimes have multiple meanings and therefore synonyms from a thesaurus might not work.
5. Teacher and students develop basic sentences with a subject and verb phase. Have students use their knowledge
of the authors craft to enhance each sentence without losing its basic meaning and purpose. Students identify
6.
7.
8.
9.
which craft was used. For example:

Basic: The dog ran across the street
Enhanced: The shaggy dog ran across the street like a bullet from a gun. (descriptive words, simile)
Basic: Sally cried herself to sleep
Enhanced: Sad Sally sniffled as she cried herself to sleep. (alliteration)
Students may also take these skills and see what they can do to boring text in an interactive read aloud, peer
writing, their own writing, or samples provided by the teacher.
Teach the students to always use an analytical eye when reading or listening to a story. They should be constantly
aware of the authors craft and how it is used to enhance a storys meaning for better comprehension of the text by
the reader.
Compare authors craft to a visual artists craft. The teacher or students locates paintings with great amounts of
detail and those that lack detail. Which paintings have a better story to tell when viewing them? Why? Give
examples. Does the painting reflect the title? Does the painting reflect the meaning or purpose of what the title
suggests?
The teacher will write the sentence, A boy was in the field. Students will draw a picture. Students will work with
teacher to come up with a more descriptive sentence, and students will draw a new picture.
Read/discuss authors craft after reading several books by the same author.
3-3.7
1. The teacher will use word sorts. Give students a list of words and ask them to sort to figure out what the rule is that
would give them the target of the sort. They can then confirm their rule by looking in books for other words that fit
their rule.
2. The teacher can model a word sort on the smart board or overhead. She can make a class chart with the words and
rule. Students can add to the chart as the year progresses.
3. The teacher presents mnemonic devices to help students remember the correct spelling.
4. The teacher needs to know and model common spelling rules.
5. The teacher will provide weekly Making Words activities for students.
3-4.5
1. Cracking Open General Words: The teacher will write a sentence on the board which contains general
vocabulary. For example: I had fun at the amusement park. The teacher will demonstrate to the class how to
revise the general words into specific vocabulary. For example: I had an awesome time when I went to Six Flags
Over Georgia and rode Batman with my feet dangling in midair while the roller coaster whipped me around in
upside down circles. Quadrant A
2. The teacher will compile a list of overused words (nice, good, bad, fun, etc.). Students will create a list of synonyms
for use during writing. From this the teacher will create a Very Vivid Vocabulary list to post in the room. Students
may refer to this when revising. Quadrant A
3. Students will participate in peer and teacher revision conferencing. Quadrant C
4. Said is Dead. The teacher and students will brainstorm a list of suitable replacements for the word said. During
student conferencing, the teacher can remind students that said is dead in order to help them remember to use
synonyms for said. Quadrant C
5. The teacher will encourage use of figurative language and similes, etc. into writing to develop vocabulary growth.
Add these to a posted list of vivid vocabulary throughout the year. Quadrant A
6. The teacher will anonymously pass out samples of student writing. Each student will proofread the writing sample
and write any questions they have pertaining to that piece. The teacher will redistribute writing to original owners.
Quadrant C
7. The teacher will divide the class into pairs. Students will conference with each other to revise for clarity. Quadrant C
8. Students will take turns reading their own writing in the Authors Chair. The teacher and other students will ask
questions and give ideas to revise writing for clarity. Quadrant D
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 98-101, PASS Coach Book ELA: pgs. 14-17, 22-25, 144-147, PASS
Coach Book ELA: pgs. 148-151, "Quinn"Essential Reading Log
Common Core:
Assessment
Week of Oct. 1st - Oct. 5th

Oct. 1st - Oct. 5th
Indicators
3-1.8 Classify works of fiction (including fables, tall tales,
and folktales) and works of nonfiction (including
biographies) by characteristics.
CCSS
3.RL.2. Recount stories, including fables, folktales,
3-3.7 Spell correctly compound words.

3-4.6 Edit for the correct use of written Standard American
English, including capitalization: geographic names, holidays,
and historical and special events.
3.W.5. With guidance and support from peers and

adults, develop and strengthen writing as needed
by planning, revising, and editing.
3-1.8
1. The teacher will list familiar book titles on the board and students will classify each title as either fiction or nonfiction.
Quadrant B
2. Students will sort various books chosen by the teacher into fiction or nonfiction piles. Quadrant B
3. Students will choose an animal and write a fiction and a nonfiction paragraph about that animal. Quadrant D
4. The teacher will divide the class into groups of four or five and give each group a set of books containing different
genres (poetry, biography, historical fiction, etc.). Each group will separate the books according to genre. Each
student will select a genre and write a paragraph explaining the characteristics. Quadrant C
5. Students identify different genres by writing one of each: fable, fantasy, myth, folktale, legend, tall tale, fairy tale,
pour quoi, poem, biography, etc. Students will compile reports on each genre into a Student Anthology. The
students will present anthology to the classroom. Quadrant D
6. Students will read and compare American folktales to that of another culture. Students will research the other
culture and trace the connections between the two sets of tales.
7. In small groups, students will debate if fairy tales from the past have relevance in our present society. Students will
observe tales for lessons of inferiority, bias, etc.
3-3.7
their rule.
3-4.6
1. The teacher will make transparencies of student writing to display on the overhead. (Delete the name.) The teacher
will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and spelling.
Quadrant A
2. Students will participate in peer and teacher conferences. Quadrant D
3. The teacher will give each child an Editors Checklist to edit final copies. Quadrant C
words and use a thesaurus to help them find a more specific word. Quadrant D
5. The teacher will make a poster of index cards in library pockets, one for each alphabet letter. When students cannot
spell a word, they get the letter card. The teacher will add the requested word to the card. Class rule: Check the
card to see if the word is already written before asking that it be added. Quadrant A
6. Students will underline the misspelled word in their writing. Students then look for correct spelling in the dictionary
or ask a partner. Quadrant B
7. The teacher will demonstrate to the class how to use the spell check and grammar option for the purpose of editing
a piece of writing. The students may use this when word processing. Quadrant C
8. The students will edit pieces of writing using CAPS. As an extension, let students wear caps (hats) while editing.
(C-capitalization, A-usage, P-punctuation, S-sentence structure) Quadrant C
9. As you come across words in stories with orthographic patterns, add to a chart.
10. Students will practice letter writing and addressing envelopes.
11. Students can practice Daily Oral Language sentence corrections.
Resources
Daily Oral Language
Reading Log
Common Core:
Assessment
Week of Oct. 8th - Oct. 12th

Oct. 8th - Oct. 12th
Indicators
3-1.9 Recognize the characteristics of poetry (including
stanza, rhyme scheme, and repetition).
CCSS
3.RL.5. Refer to parts of stories, dramas, and
poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier
sections.
3-3.7 Spell correctly common homonyms.

English, including punctuation: commas, apostrophes, etc. as
listed in Indicators.

adults, develop and strengthen writing as needed by
planning, revising, and editing.
3-1.9
1. Students will complete a Dual Bio Poem. Locate an example format for the dual bio poem by visiting the following
website: http://muconf.missouri.edu/writetolearn/Friday/C/26.pdfQuad. B
2. Teacher will identify several poems to read aloud to the students. Teacher and students will identify rhyme
scheme, refrain, and stanza. Quadrant B
3. Choose 36 poems varying the style and author. (This is one poem for each week of school.) Hang poem on chart
stand and read each week. Provide the students with a punched copy of the poem each week to keep in their
poetry notebook. Students will identify the rhyme schemes, refrains, and stanzas each week. By the end of the
year, the students will have collected their own poetry anthology. Quadrant B
3-3.7
their rule.
3-4.6
1. The teacher will make transparencies of student writing to display on the overhead. (Delete the name.) The teacher
will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and spelling.
Quadrant A
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 102-105, PASS Coach Book ELA: pgs. 14-17, 22-25, 144-147,
"Quinn"Essential Reading Log
Common Core:
Assessment
Week of Oct. 15th - Oct. 19th

Oct. 15th - Oct. 19th
Indicators
3-1.10 Analyze cause-and-effect relationships in literary
texts.
CCSS
3-3.7 All word types mentioned in Indicators.

English, including spelling as mentioned in the Indicators.

adults, develop and strengthen writing as
needed by planning, revising, and editing.
3-1.10
1. The teacher will put students in pairs and give them either a cause or an effect and the students will create the other
one.
2. The teacher will discuss an articles causes/effects. Students list alternate effects that could have happened.
3. Prepare a sheet for students to complete as they read.
Cause
Effect
Students list outcomes in the Effect boxes. Then students go back in the story to determine the story details that
caused each event to occur.
Cause Leads to Effect
Effect
4. The teacher will ask the students to create effects that cause cavities.
5. The teacher will model her thinking as she reads a text and talks about how certain events in a story are caused by
other events or how events can shape the plot and/or conclusion of a story. The students will create a t-chart to
identify cause and effect while the teacher reads aloud a short story.
6. The teacher will introduce how to use the graphic organizer below. The students will use graphic organizer while
reading independently
3-3.7
their rule.
5. The teacher will provide weekly Making Words activities for
students.
3-4.6
1. The teacher will make transparencies or copies of student writing to display on the overhead. (Delete the name.)
The teacher will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and
spelling. Quadrant A
Resources
Daily Oral Language
Common Core:
Assessment
Week of Oct. 22nd - Oct. 26th

Oct. 22nd - Oct. 25th
Indicators
3-2.1 Summarize evidence that supports the central idea of
a given informational text.
CCSS
3.RI.2. Determine the main idea of a text; recount the
key details and explain how they support the main idea.
3.RI.7. Use information gained from illustrations,
other visual elements (e.g., maps, photographs), and
the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key
events occur).
3.RI.8. Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a
sequence).
3.RF.4. Read with sufficient accuracy and fluency to

support comprehension. .
understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary
3.L.4. Determine or clarify the meaning of unknown
and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a
range of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
c. Use a known root word as a clue to the
meaning of an unknown word with the same
root (e.g., company, companion).
d. d. Use glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.

a. Distinguish the literal and non-literal
(e.g., take steps).
and their use (e.g., describe people who
are friendly or helpful).
3-5.3 Create written descriptions about people, places, or
events.
3-6.1 Generate a topic for inquiry.
3-2.1
1. Students participate in Circle Summary. After the class reads an informative text, the teacher will begin to retell
the text by recalling one beginning detail. Students will individually continue to sequence the details in order to
summarize the text. Quadrant
2. The teacher will reread a paragraph and a central idea sentence. Students will think of another detail that they
could add to the text that would support the central idea. Quadrant C
3. The teacher will stop periodically throughout the text and call on students to summarize details to see if they
understand the information. Quadrant B
4. Students will use graphic organizers, such as the Cluster Web and 4 square to summarize the main idea and
details of a text. Quadrant C
5. Students read a cold read and summarize what they read. Quadrant D
6. Students will list ways in which tests might ask for the central idea. Quadrant B
Ex. What is the central idea of the paragraph?
o What is the topic sentence for this paragraph?
o What would be a good title for this paragraph?
3-3.1
3-5.3
1. The teacher will distribute pictures from old magazines, newspaper articles, etc. to each student. Students will glue
this picture to a piece of construction paper and write a paragraph that describes the picture. Quadrant C
2. Mystery Object Activity Students will bring an object from home. Teachers may want to supply a brown paper
lunch bag for students to transport their object. Students will write a descriptive paragraph about their mystery
object being careful not to tell what the object is. Quadrant D
3. The teacher will show pictures of objects or scenes, and students will describe what they see. The teacher will first
model how to elaborate by using adverbs, adjectives, etc. Next, the teacher will divide the class into small groups
to describe the picture. Finally, students will describe an object or scene independently. Quadrant C
4. Students will write descriptions of favorite toys, favorite place, favorite person, or stuffed animals. For example, the
teacher will place a variety of Webkins on the floor. Students will select one and write a descriptive paragraph
about the Webkins or an adventure of the Webkins. Quadrant C
5. Bring in brownies for the class. They will eat the brownies and then write a description of the brownies using their
senses words. Have the students use their senses and make descriptions as you talk about each sense. Quadrant
C
6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to
describe him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words
during the year. Quadrant
7. Describe your best friend or character from a story.
8. Write a letter describing an event.
9. Students will write a description of various field trips taken throughout the school year. Pretend to be a newspaper
reporter and write about field trips. Quadrant C

3-6.1
1. Students will generate a K-W-L chart on a given topic and conduct research to answer the questions listed on the
chart.
2. Students will choose a topic of interest and construct questions about the topic that can be answered through
research. Quadrant B
3. During a content-related discussion students list questions in a journal/log that they would like answered about a
topic. Quadrant A
4. The student will research events which caused people to leave their homes and communities behind. Quadrant D
5. While studying a content-related topic, students will keep a writing journal or log of topics for inquiry. Quadrant C
6. Students will choose an issue or topic they would like to research. Students will group with other students who
share the same issue or topic. Students will create questions and conduct research together.
Resources
Daily Oral Language
pgs. 174-178, PASS Coach Book ELA: pgs. 178-182, "Quinn"Essential Reading Log
Common Core:
Assessment
Oct. 26th
Indicators
CCSS
Professional Development/Workdays
Resources
Assessment
Week of Oct. 29th - Nov. 2nd

Oct. 29th - Nov. 2nd
Indicators
3-2.2 Analyze informational texts to draw conclusions and
make inferences.
3-3.4 Read high-frequency words in texts
CCSS
3.RI.1. Ask and answer questions to demonstrate
3.RI.4. Know and apply grade-level phonics and
d. Read grade-appropriate irregularly spelled words.

events.
3-6.2 Use print sources (for example, books, magazines,
charts, graphs, diagrams, dictionaries, encyclopedias, atlases,
and thesauri) and nonprint sources (for example, pictures,
photographs, video, and television) to access
3.RI.5. Use text features and search tools (e.g., key

words, sidebars, hyperlinks) to locate information
relevant to a given topic quickly and efficiently.
events occur).
dialogue.
cries, happiness).
3.L.4. Determine or clarify the meaning of unknown
and multiple-meaning word and phrases based on
grade reading and content, choosing flexibly from a
range of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g.agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
c.
Use a known root word as a clue to the

meaning of an unknown word with the same
root (e.g., company, companion).
d. Use glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.
3.W.8. Recall information from experiences or
gather information from print and digital sources; take
brief notes on sources and sort evidence into
provided categories.
3-2.2
1. After reading an informative text, the teacher will display a list of inferences. Students will play a scavenger hunt
game by looking for clues within the text. Students will explain what personal experiences and/or text events led
them to make the inference. Quadrant C
2. The teacher will list three different inferences on pink sentence strips with three clues for each on white sentence
strips and randomly distribute the strips to students. Each student with a pink sentence strip will come to the front of
the room, one at a time. With help from the rest of the class, students will group themselves according to inferences
and clues in three groups. Quadrant C
3. Concentration : The teacher will list inferences and matching situations on four sets of cards. The teacher will group
students to match the situation with the inference. Quadrant A
4. The teacher will distribute to each student a situational card. Students will take turns describing the situation without
telling what it is. Classmates must infer what is written on the card. For example: a card may read, Our governor
lives in Columbia. Inferential clues may be: He lives close to his office. He is the head of our state. Situations
may also come from non-fiction selections. Quadrant C
5. The teacher will list matching inferences and situations on separate index cards and distribute one card to each
student. Students will take turns reading their cards to the class. The goal of this activity is for each student to
orally find his/her matching partner.
6. The teacher will ask interpretive questions.
7. Students will use sticky notes or think marks to identify inferences or conclusions as they read a passage
3-3.4
3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. bear). The
next player will write a word that begins with the last letter of the first word (ex. bear rat). The next person will
begin their word with the last letter of the second word (ex. bear rat there). The students continue to write a
word until a chain (bearratthere) is formed. Words could be used from special content areas such as
habitatturtleeggsshelter.
subject. Write down all the important vocabulary on the board. Once all the vocabulary has been discussed and
the students know the words, have each student write a sentence with each of the words. Divide into small groups.
edited.
text.
3-5.3
model how to elaborate by using adverbs, adjectives, etc. Next, the teacher will divide the class into small groups
to describe the picture. Finally, students will describe an object or scene independently. Quadrant C
senses words. Have the students use their senses and make descriptions as you talk about each sense. Quad. C
6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to
describe him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words
during the year. Quadrant B
7. Describe your best friend or character from a story.
8. Write a letter describing an event.
9. Students will write a description of various field trips taken throughout the school year. Pretend to be a newspaper
reporter and write about field trips. Quadrant C
3-6.2
1. Students will use the encyclopedia as a tool for finding information about a topic. Quadrant B
2. Students will use nonfiction trade books to gather information for the purpose of writing reports or conducting
research. Quadrant B
3. The teacher will distribute various catalogs to groups of students. Students compete to find the lowest price for a
designated item. For instance, the teacher may tell students to find the lowest priced shirt. This may be extended
by finding the most expensive shirt. Math may be incorporated by charting results. Quadrant D
4. The students will use the Internet to research various topics. The students will use this information to write
research papers and reports. Quadrant D
5. The students will use the online encyclopedia to research various topics. Quadrant D
6. The students will research three products famous to South Carolina. Why do we produce them, and why do other
countries import them? Quadrant C.
7. The students will research events which caused people to leave their homes and communities behind. Quadrant B
8. The students will research a country in Africa where human rights violations occur. Make a connection to the
country by writing a letter to a political leader or elected representative. Quadrant D
9. Students will interview a parent or grandparent about life in the old days. Using this information, students will
write a story about their relative. Quadrant D
10. Students demonstrate the ability to locate the Dietary Guidelines for Americans by using print and nonprint
resources. Quadrant A
11. The students will use P is for Palmetto to gather information about South Carolina. Quadrant A
12. Students will select a topic to research, taken from any content area. Students will complete the following steps:
Quadrant D
13. Make a list of questions that you want to answer while researching your topic. For example, you may want to use a
K-W-L Chart.
14. List places where you can find information.
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 48-51, PASS Coach Book ELA: pgs.14-17, PASS Coach Book ELA:
pgs.174-178, PASS Coach Book ELA: pgs. 178-182, "Quinn"Essential Reading Log
Common Core:
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Nov. 6th
Indicators
CCSS
Election Day (Holiday)


Resources
Assessment
Week of Nov. 5th - Nov. 9th
Nov. 7th - Nov. 9th
Indicators
3-2.3 Distinguish between facts and opinions in informational
texts.
CCSS
3.RI.6. Distinguish their own point of view from that
of the author of a text.
3-3.5 Use context clues to determine the relationship

between two or more words (including synonyms,
antonyms, and homonyms).

e. Introduce the topic or book they are writing
f. Provide reasons that support the
opinion.
g. Use linking words and phrases (e.g.,
h. Provide a concluding statement or section.
3-6.3 Organize information by classifying or sequencing

clearly.
and details.
3.W.8. Recall information from experiences or

gather information from print and digital sources; take
brief notes on sources and sort evidence into
provided categories.
3-2.3
1. The teacher will create a T- chart. Quadrant A
2. The teacher will then place the following words under each column as the students add it to their journal.
a. Fact words: colors, ages, birthdays, names, addresses, weights, sizes
b. Opinion words: think, prettiest, poorest, best, grandest, friendliest
3. The teacher will pair students with partners. Students will list as many facts and opinions as possible from a text.
Quadrant A
4. The teacher will write five facts on the overhead or board. Students will change the facts into opinion statements.
Quadrant C
5. The teacher will write the following: Quadrant B
a. Fact: Thats true. I remember reading that in a book.
b. Opinion: Thats your opinion, but I think ________.
6. The teacher will give each student a fact card. Students must read the fact card and change the fact into an
opinion. For example: Fact: South Carolinas state bird is the Carolina Wren. The student must change this fact
into an opinion. A possible opinion could be: The Carolina Wren is the prettiest bird of all the state birds. Quadrant
C
7. The teacher will distribute old magazines or newspapers. Students will make a T-Chart on a piece of construction
paper, labeling one column of the T-Chart fact and one column opinion. Students will cut out fact and opinion
sentences from the magazines or newspapers and glue them under the appropriate column. Quadrant B
8. After viewing illustrations in P is for Palmetto, or any book, students list facts and opinions from the pictures.
Quadrant B
9. Students do a research project on a concept learned in science or social studies (Example: animals, Francis
Marion, etc.) including 3 facts and 1 opinion for that topic.
10. The teacher will distribute a copy of a short informational paragraph. The student will highlight opinion key words.
3-3.5
1. The teacher will make a large class chart to display synonyms, homonyms, and antonyms. Students will generate
a list of homonyms, antonyms, and synonyms by creating a three-column chart in their journals. The students can
add their examples to the class chart. Quadrant A
2. The teacher will distribute index cards that have pairs of words (homophone, synonym, or antonym) on them.
Students will find the person who has their match. Each pair will display the pair of words for the class. Quadrant A
3. The teacher will present sentences on sentence strips or on the board, underlining one word. Students will read a
sentence and change the underlined word to its antonym, synonym, or homonym. Quadrant B
4. The teacher will call an antonym, synonym, or homonym to one student who must call one back. That student will
then call an antonym, synonym, or homonym to another student who must call one back. This continues until all
students have played. Quadrant B
5. Students will generate a class list of homophones. Each student will then create fill-in-the-blank sentence(s) with
homophone pairs from the class list. Students will create an answer key for their sentence(s) so that papers can be
traded with classmates to fill in the blanks from the homophone list. Do not use homonyms. Quadrant B
6. Read Ameila Bedelia and list homonyms in the story. Students will write the correct meanings. Quadrant B
3-4.3
The teacher can use student writing as an example. Quadrant
4. The teacher will teach a mini lesson on good beginnings in paragraphs (Fletcher 66). During Authors Chair,
students will focus and reflect on beginnings. Quadrant D
5.
The teacher will assign each student a noun (apple). Students will expand descriptive details by adding adjectives
6.
The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold
pieces of paper into four sections and distribute one to each group. In the top left square of the folded paper,
students will write about the topic. Students pass papers either to the left or right. Students will use the top right
square to respond to what was written in the top left square. Pass papers again. Using the bottom left square,
students will respond again to what was written in square one. Pass papers again so that the original owner
responds again in the fourth square. (Hoyt 87) Quadrant D
7.
Students will create an idea web using adjectives or adverbs. Quadrant D
round
bouncy
quickly
ball
red
slowly
walk
spherical
swiftly
carefully
3-6.3
1. Students will write the main topic to be researched in the center circle and list categories of the topic in the outer
circles. Quadrant B
2. Use the Circle Chart to classify information. Quadrant D
3. Students use the classifying chart to organize and classify information. Quadrant D
4. Use a chart to classify triangles by angles and lengths in math. Have students create triangles and Dec.ide on a
class chart where it should be classified. Quadrant C
5. Take a paragraph and cut sentences into separate strips. Have students take strips and put them in sequential
order. Quadrant B
6. Students will create a web about their topic of choice. They take three main categories and use them in their
writing. Quadrant D
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 56-59, PASS Coach Book ELA: pgs. 22-25, 26-29, PASS Coach
Book ELA: pgs. 136-139, PASS Coach Book ELA: pgs. 44-47, "Quinn"Essential Reading Log
Common Core:
Assessment

Nov. 12th - Nov. 16th
Indicators
3-2.5 Use headings, subheadings, print styles, captions, and
chapter headings to gain information.
3-3.4 Read high-frequency words in texts.
CCSS
3.RF.4. Know and apply grade-level phonics and

a. Identify and know the meaning of the
most common prefixes and derivational
suffixes.
words.
3-6.4 Paraphrase research information accurately and

meaningfully.
3-2.5
1. The teacher will discuss headings, subheadings, print styles, captions, and chapter headings in a variety of
informational texts. The teacher will explain how each section provides information to the reader. Quadrant A
2. The teacher will distribute a variety of informational texts and cards with titles (headings, subheadings, print styles,
captions, chapter headings). The students will work in pairs or groups to locate sections in the texts and discuss
information provided. Groups will explain to the class why the information is important to the reader. Quadrant C
3. The teacher will provide blank title cards (headings, subheadings, print styles, captions, chapter headings). The
student will choose a card and select an informational text. The student will determine information provided and
present to the class why the information is important to the reader. Quadrant C
4. The students will preview an informational text and identify the headings. Quadrant A
5. The students will select a picture in an informational text and create a caption. Quadrant
3-3.4
3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. bear). The next
player will write a word that begins with the last letter of the first word (ex. bear rat). The next person will begin
their word with the last letter of the second word (ex. bear rat there). The students continue to write a word
until a chain (bear ratthere) is formed. Words could be used from special content areas such as habitat turtle
Egg shelter.
subject. Write down all the important vocabulary on the board. Once all the vocabulary has been discussed and the
students know the words, have each student write a sentence with each of the words. Divide into small groups.
edited.
text.
3-6.4
1.
2.
The teacher will read sections of an informational text about South Carolina and model how to paraphrase
information from the text. Quadrant A
Using informational texts (any content area), students will research information and paraphrase information in
writing. Students will present information to the class. Quadrant C
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 68-71, PASS Coach Book ELA: pgs.178-182, "Quinn"Essential
Reading Log
Common Core:
Assessment
Week of Nov. 19th - Nov. 23rd

Indicators
3-2.7 Use functional text features (including tables of
contents, glossaries, and indexes) as sources of information
3-3.3 Interpret the meaning of idioms encountered in texts.
CCSS
a. Distinguish the literal and non-literal
(e.g., take steps).
and their use (e.g., describe people who
are friendly or helpful).
c. c. Distinguish shades of meaning among
3-6.6 Use the Internet as a source of information.
3.L.3. Use language to achieve particular effects

d. Choose words and phrases for effect.*
3-2.7
1. The teacher will model how to use text features in informational texts. Quadrant A
2. The teacher will model how to use glossaries and indexes during writing conferences. Quadrant A
3. Students will use glossaries and indexes as reference sources during Writing Workshop. Quadrant B
4. Students will use appropriate text features to locate information in texts. Quadrant C
5. The students will research a topic and create an informational book. The students book will include a table of
contents, glossary, and index. Quadrant D
6. The teacher will discuss common idioms. Students will choose an idiom discussed by the teacher, define the
idiom, and illustrate it. Quadrant B
7. Students will write their own idioms. Quadrant C
8. Students will keep a class chart to list common idioms they hear throughout an extended period of time. Quadrant
B
9. Students will mark idioms found in their reading using sticky notes. The class will discuss the meaning of each
idiom found. Quadrant B
10. Use examples of idioms in their own writing. Quadrant
11. The teacher will read aloud a book about idioms. Suggestions: Move Parts by Ted Arnold, Who Let the Cat Out of
the Bag? By Calif Newcastle Ave. Elementary, The King Who Rained by Fred Gwynne, My Momma Likes to Say by
Denise Brennan-Nelson.
3-3.3
1. The student will identify and interpret idioms from read aloud books. 2. Create a T-chart showing differences
between figurative and literal meanings. (Amelia Bedelia books may help).
2. Students will illustrate or find examples in magazines/newspapers to make a class book of idioms and literal
interpretations.
3. The teacher will show students pictures of idioms and students will try to guess the idiom.
3-6.6
1. Students will e-mail pen pals or other individuals first being given a research purpose through a classroom account
(ex. Comparing and contrasting life in Orangeburg with life wherever) Quadrant D
2. Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in
3.
4.
5.
the strategy. Quadrant D

Students will participate in a telecommunications project. Quadrant D
Students will use the Internet to access information with the teachers aide. Students can find different
perspectives on a topic.
Students will create a Webquest based on a unit.
Resources
Daily Oral Language
Common Core:
Assessment
Winter
Nov. 21st - Nov. 23rd
Indicators
CCSS
Thanksgiving (Holiday)
Resources
Assessment

Indicators
contents, glossaries, and indexes) as sources of information
CCSS
a. Choose words and phrases for effect.*

events

opinion.
3-2.7
3-6.6
(ex. Comparing and contrasting life in Anderson with life wherever) Quadrant D
3. Students will participate in a telecommunications project. Quadrant D
4. Students will use the Internet to access information with the teachers aide. Students can find different perspectives
on a topic.
5. Students will create a Webquest based on a unit.
3-5.3
model how to elaborate by using adverbs, adjectives, etc. Next, the teacher will divide the class into small groups to
describe the picture. Finally, students will describe an object or scene independently. Quadrant C
senses words. Have the students use their senses and make descriptions as you talk about each sense. Quadrant
C
6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to describe
him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words during
the year. Quadrant B
7. After brainstorming descriptive words on the board, students will complete one of the following activities: Quadrant D
Describe your best friend or character from a story.
Write a letter describing an event.
Students will write a description of various field trips taken throughout the school year. Pretend to be a
newspaper reporter and write about field trips. Quadrant C
3-4.3
1. The teacher will write a short descriptive paragraph, getting the
story off topic, and will distribute a copy of the
4. The teacher will teach a mini lesson on good beginnings in paragraphs (Fletcher 66). During Authors Chair,
students will focus and reflect on beginnings. Quadrant D
round
bouncy
quickly
walk
ball
red
slowly
spherical
swiftly
carefully
respond again to what was written in square one. Pass papers again so that the original owner responds again in
the fourth square. Quadrant D
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 68-71, PASS Coach Book ELA: pgs. 178-182, PASS Coach Book
ELA: pgs. 173-178, PASS Coach Book ELA: pgs. 136-139, "Quinn"Essential Reading Log
Common Core:
Assessment
Week of Dec. 3rd - Dec. 7th

Dec. 3rd - Dec. 7th
Indicators
3-2.8 Analyze informational texts to identify cause-and-effect
relationships.
CCSS
sequence).
3-5.4 Create written pieces (for example, riddles and jokes)

to entertain others.
meaningfully.
3-2.8
1. The teacher will give a cause, and the students will supply the effect; or the teacher will give the effect and have the
students supply the cause. Students can work in pairs. Quadrant B
2. The teacher will explain to students about the signal words for a cause: because, since, cause, as a result, and
so. Students will use these words to locate cause and effect in sentences. Quadrant B
3. Using the text, students will work in pairs to scavenger hunt for signal words that show the cause/effect
relationship and generate a T- chart to display the results. Quadrant B
4. Students will generate questions to ask when locating a cause or effect. Students will then use the reading
textbook to ask each other these questions.
5. The teacher will prepare Cause cards and Effect cards from informational texts prior to the game. The teacher
will divide students into two groups and distribute Cause cards to one group and Effect cards to the other. The
groups are arranged in circles, one inside the other, and circles walk in opposite directions until the leader signals,
Stop. Students read the causes and effects on the cards to the person facing them. If they match, they sit down.
Play until all are seated. Quadrant B
6. Students will write cause and effect sentences using text examples. Quadrant D
7. Students will organize cause and effect relationships using fishbone map. Quadrant
3-5.4
1. Students will read jokes or riddles from a class book, bubble gum
wrappers, or elsewhere. They will write a joke or riddle for the
teacher to use on each morning (or afternoon) to start or end the
day.
3-6.4
1. The teacher will read sections of an informational text about South Carolina and model how to paraphrase
2. Using informational texts (any content area), students will research information and paraphrase information in
Resources
Daily Oral Language
Other Resources: PASS Coach Book ELA: pgs. 52-55, PASS Coach Book ELA: pgs. 174-178, PASS Coach Book
ELA: pgs. 178-182, "Quinn"Essential Reading Log
Common Core:
Assessment
Week of Dec. 10th Jan.4th

Dec. 10th - Jan. 4th
Indicators
3-2.4 Create responses to informational texts through a
variety of methods (for example, drawings, written works, and
oral presentations).
3-4.7 Use correct letter formation when using manuscript
and cursive writing.
CCSS
3-2.4
1. After reading a text, the students will rewrite the text as a play (change a story element). Quadrant D
2. Students will draw a mural depicting important facts from the text read. Quadrant C
3. Students will draw a picture that sums up the central idea and include a caption for their picture.
3-4.7
1. Students will practice writing words from print into cursive, using the Word Wall game Heads and Tails. First, the
class will play the game orally. Then students will play independently. The teacher will challenge students to see
how long they can keep it going. Ex. One student writes a word from the Word Wall in cursive. The second student
must write a second word (in cursive) from the Word Wall that begins with the last letter of the first word given.
Quadrant B
2. The teacher will use overhead transparencies to demonstrate correct cursive writing. Quadrant A
3. Students will create a book showcasing their very best cursive. Quadrant C
Resources
Daily Oral Language
Common Core:
Assessment
Week of Dec. 17th - Jan. 2nd

Dec. 17th - Jan. 2nd
Indicators
CCSS
Winter Break
Winter Break
Winter Break
Resources
Winter Break
Assessment
Winter Break
Week of Jan. 3rd - Jan. 11th

Jan. 3rd - Jan. 11th
Indicators
3-2.4 Create responses to informational texts through a
variety of methods (for example, drawings, written works, and
oral presentations).
CCSS
clearly
and details.
3-2.5 Use headings, subheadings, print styles, captions,

and chapter headings to gain information
3-6.7 Use vocabulary (including Standard American
English) that is appropriate for the particular audience or
purpose.
3-2.4
1. After reading a text, the students will rewrite the text as a play(change a story element). Quadrant D
2. Students will draw a mural depicting important facts from the text read. Quadrant C
3. Students will draw a picture that sums up the central idea and include a caption for their picture.
3-2.5
1. The teacher will discuss headings, subheadings, print styles, captions, and chapter headings in a variety of
informational texts. The teacher will explain how each section provides information to the reader. Quadrant A
2. The teacher will distribute a variety of informational texts and cards with titles (headings, subheadings, print styles,
captions, chapter headings). The students will work in pairs or groups to locate sections in the texts and discuss
information provided. Groups will explain to the class why the information is important to the reader. Quadrant C
3. The teacher will provide blank title cards (headings, subheadings, print styles, captions, chapter headings). The
student will choose a card and select an informational text. The student will determine information provided and
present to the class why the information is important to the reader. Quadrant C
4. The students will preview an informational text and identify the headings. Quadrant A
5. The students will select a picture in an informational text and create a caption. Quadrant C
3-6.7
1. Students will create a travel brochure about South Carolina and share it with the class (Microsoft Publisher)
2. Students will orally present a paragraph to the class. Each student must use a visual aid that will help capture the
interest of the audience.
3. Students create visuals and use the overhead to tell what they have learned. They stand at the overhead and retell
the story.
4. Students will present oral reports using a visual aid such as charts, videos, or diagrams. Quadrant D
5. Students will create musical instruments (Science:Sound) and present oral presentation describing instrument and
how it
Resources
Daily Oral Language
Reading Log
Common Core:
Assessment
Week of Jan. 14th - Jan. 18th

Jan. 14th - Jan. 17th
Indicators
3-1.1 Analyze the details that support the expression of the
main idea in a given literary text.
CCSS
3.RI.2. Recount stories, including fables, folktales,
3-2.1 Summarize evidence that supports the central idea of

a given informational text.
3.RI.2. Determine the main idea of a text; recount the

key details and explain how they support the main idea.
events occur).
sequence).

3.RF.4. Read with sufficient accuracy and fluency
to support comprehension.
understanding.
b. Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression.
c. Use context to confirm or self-correct
word recognition and understanding, rereading
as necessary.
3-4.1 Generate and organize ideas for writing using

prewriting techniques (for example, creating lists, having

discussions, and examining literary models).

opinion.
clearly.
and details.
3.W.4. With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
3-1.1
1. The teacher will use who, what, where, how, and why questions to direct students to the main idea of the paragraph
by focusing on the important details in the paragraph. Quadrant B
2. Students will make an outline of important details in a paragraph based on the main idea. Quadrant C
3. The student will use key points to recall details. Quadrant B
4. Students will participate in a scavenger hunt after reading a story. Prior to reading the story, the teacher will place
around the room clue cards containing details from the story. Students must answer each clue before proceeding
to the next clue. Quadrant D
5. Do an Everybody Read to activity with a selected story or passage. Students read silently to a specific detail
that is stated by the teacher. Students can use sticky notes to mark the part that helped them find the details.
Quadrant C
6. The students will use the four square writing to summarize the main idea for each chapter. Quadrant C
3-2.1
1. Students participate in Circle Summary. After the class reads an informative text, the teacher will begin to retell
the text by recalling one beginning detail. Students will individually continue to sequence the details in order to
summarize the text. Quadrant
2. The teacher will reread a paragraph and a central idea sentence. Students will think of another detail that they
could add to the text that would support the central idea. Quadrant C
3. The teacher will stop periodically throughout the text and call on students to summarize details to see if they
understand the information. Quadrant B
4. Students will use graphic organizers, such as the Cluster Web and 4 square to summarize the main idea and
5.
6.
details of a text. Quadrant C

Students read a cold read and summarize what they read. Quadrant D
Students will list ways in which tests might ask for the central idea. Quadrant B
Ex. What is the central idea of the paragraph?
o What is the topic sentence for this paragraph?
o What would be a good title for this paragraph?
3-3.1
3-4.1
1. Students will use a clustering web. Quadrant C
2. Use the following graphic organizer to plan student writing.
Introduction
Topic 1
Topic 2
Topic 3
Conclusion
3. Students will use T charts, Venn diagrams, character webs or other graphic organizers to support the writing
process. Quadrant C
4. The teacher will model different graphic organizers for different types of writing. The teacher will choose a specific
organizer for the prewriting activity. Students will give input filling out the graphic organizer. Students will use the
graphic organizer to write, transferring the information from the diagram to the paragraph. Quadrant B
5. The students will maintain a journal of possible writing topics to generate ideas. Quadrant A
6. The teacher will show a picture to the class. Students will brainstorm sense words (sight, sound, smell, touch, taste)
to describe the picture. Quadrant A
Resources
Daily Oral Language
pgs. 26-29, PASS Coach Book ELA: pgs. 162-165, "Quinn"Essential Reading Log
Common Core:
Break
Assessment
Winter Break
Jan. 18th
Indicators
CCSS
Professional Development/Workday
Resources
Assessment
Week of Jan. 21st - Jan. 25th

Jan. 21st - Jan. 22nd
Indicators
CCSS
Martin Luther King Jr. Day (Holiday)

Resources
Assessment
Jan. 23rd - Jan. 25th
Indicators
3-1.2 Analyze a given literary text to make, revise, and
confirm predictions and draw conclusions.
CCSS
3-2.2 Analyze informational texts to draw conclusions and

make inferences.
3.RI.1. Ask and answer questions to demonstrate

3-3.2 Use base words and affixes to determine the

meanings of words.
3.RF.3. Know and apply grade-level phonics and

words.

3.W.1 Write opinion pieces on familiar topics or

opinion.
3-1.2
1. The teacher will record events on one index card labeled A and the event that would follow it on another index card
labeled B. The teacher will distribute the cards randomly to the students. Students will make predictions on the
possible event to follow. Students with A cards will predict and find the matching card. Quadrant C
2. The teacher will read aloud one or two sentences of a paragraph. Students will predict what will come next. The
teacher will read the next sentence, and students will revise their predictions if necessary. The teacher will continue
this pattern until the paragraph is complete. Quadrant C
3. Students will make predictions based on the title page. They will then determine whether their predictions are
correct or incorrect. Quadrant C
4. After listening to or reading a story, students will predict what a sequel to the story would be. Students share their
predictions with the class. Quadrant C
5. Students will write a story on a piece of paper with the ending written on a separate piece of paper. The teacher will
divide the class into pairs. Students will take turns reading their story to their partner without reading the ending.
The partner tries to predict the ending of the story. Students will share story endings after all have made
predictions. Quadrant D
6. Use an anticipation guide using these directions. Before reading the text, read the following statements. Put a
check mark in the Before Reading column next to each statement with which you agree. Be prepared to discuss
your responses. After you read the selection, put a check mark in the After Reading column next to each
statement with which you agree. Be prepared to discuss your responses. Quadrant C
3-2.2
1. After reading an informative text, the teacher will display a list of inferences. Students will play a scavenger hunt
game by looking for clues within the text. Students will explain what personal experiences and/or text events led
them to make the inference. Quadrant C
2. The teacher will list three different inferences on pink sentence strips with three clues for each on white sentence
strips and randomly distribute the strips to students. Each student with a pink sentence strip will come to the front of
the room, one at a time. With help from the rest of the class, students will group themselves according to inferences
and clues in three groups. Quadrant C
3. Concentration : The teacher will list inferences and matching situations on four sets of cards. The teacher will group
students to match the situation with the inference. Quadrant A
4. The teacher will distribute to each student a situational card. Students will take turns describing the situation without
telling what it is. Classmates must infer what is written on the card. For example: a card may read, Our governor
lives in Columbia. Inferential clues may be: He lives close to his office. He is the head of our state. Situations
may also come from non-fiction selections. Quadrant C
5. The teacher will list matching inferences and situations on separate index cards and distribute one card to each
student. Students will take turns reading their cards to the class. The goal of this activity is for each student to
orally find his/her matching partner.
6. The teacher will ask interpretive questions.
7. Students will use sticky notes or think marks to identify inferences or conclusions as they read a passage
3-3.2
1. Students will find complex words in stories that have affixes. Students will list these words and their meanings
based on the affixes. Quadrant A
2. The teacher will give students root words. Students will add several different affixes to the words making them
complex and discuss how the meanings changed. Quadrant C
3-4.3
4. The teacher will teach a mini lesson on good beginnings in paragraphs. During Authors Chair, students will focus
and reflect on beginnings. Quadrant D
respond again to what was written in square one Pass papers again so that the original owner responds again in the
fourth square. Quadrant D

round
bouncy
quickly
walk
ball
red
slowly
spherical
swiftly
carefully
Resources
Daily Oral Language
Common Core:
Assessment
Week of Jan 28- Feb 1st

Jan 28- Feb. 1st
Indicators
3-1.3 Analyze the text to determine first-person point of
view.
CCSS
3-1.RI.3. Distinguish their own point of view from
that of the narrator or those of the characters.
3-1.10 Analyze cause-and-effect relationships in literary

texts.
3-3.7 Spell correctly (see Indicators)
3-1.3
1. Teacher will read sentences aloud, and students will identify the point of view. Quadrant A
2. Teacher will give students sentences written on sentence strips. Students will identify the point of view in each
sentence.
Quadrant A
3. Students will identify the narrator and his point of view in any story they read. Quadrant B
4. The teacher can read aloud any version of The Three Little Pigs and discuss the authors point of view. Then the
teacher will read aloud The True Story of the Three Little Pigs (Scieszka), discussing the authors point of view.
Quadrant A
5. The student will rewrite a folktale of Asia or Africa from another point of view. Quadrant C
6. Read The Wolf Story: What Really Happened to Little Red Riding Hood, by Toby Forward. Students give examples
of why the story is written in first point of view.
3-1.10
1. The teacher will put students in pairs and give them either a cause or an effect and the students will create the other
one.
2. The teacher will discuss an articles causes/effects. Students list alternate effects that could have happened.
3. Prepare a sheet for students to complete as they read.
Cause
Effect
Students list outcomes in the Effect boxes. Then students go back in the story to determine the story details that
caused each event to occur.
Cause Leads to Effect
Effect
4. The teacher will ask the students to create effects that cause cavities.
5. The teacher will model her thinking as she reads a text and talks about how certain events in a story are caused by
other events or how events can shape the plot and/or conclusion of a story. The students will create a t-chart to
identify cause and effect while the teacher reads aloud a short story.
6. The teacher will introduce how to use the graphic organizer below. The students will use graphic organizer while
reading independently.
3-3.7
their rule.

The teacher will provide weekly Making Words activities for students.
Resources
Daily Oral Language
pgs. 14-17, 22-25, 144-147, "Quinn"Essential Reading Log
Common Core:
Assessment
Week of Feb. 4th - Feb. 8th

Feb. 4th - Feb. 8th
Indicators
3-1.6 Analyze the effect of the authors craft (for example,
word choice and sentence structure) on the meaning of a
given literary text.
CCSS
3.RL.7. Explain how specific images and illustrations
contribute to or clarify a story (e.g., create mood,
emphasize particular aspects of characters or settings).

3-1.6
1. The teacher will read two to three books aloud and discuss the authors craft (word choice and sentence structure)
with students. With the students helping, the teacher will model the first book. Pairs of students will collaborate on
books and present findings to the class.
2. The teacher will read a book aloud for the purpose of discussing the authors craft to determine the effectiveness of
creating clear meaning of the text. The teacher guides students through the read aloud using strategies of
previewing and making predictions to assist students in identifying what the authors purpose is in the story. As the
teacher presents the text, the students identify choices made by the author (authors craft) to strengthen his/her
purpose. The teacher will provide an Authors Craft Chart to be completed throughout the interactive read aloud
experience. (see below for an example) As students provide examples for each area of the authors craft, they will
determine its effectiveness in helping present a clear meaning of the literary text. (0 is the lowest score which
means the craft was not used or not effective, 10 is the highest score which means the craft was most effective)
3. The teacher will focus on one particular component of the authors craft for a read aloud. The students will identify
examples of that component in the text being read. Students will offer other examples of that component that the
author could have used in the text. Student will also share ideas they have for using the craft in their own writing.
Suggested crafts: point of view, text organization, sentence structure, figurative language (metaphor, simile,
alliteration, hyperbole, onomatopoeia, etc.), word choice, illustrations, and photographs.
4. To develop students ability to choose the best word for their writing, teach students how to categorize words by
theme or topic. For example: tell the students they will be writing a fractured fairy tale about a dragon. Have
students brainstorm as many related words to fairy tales, dragons, and possible plots that they know. Using a
thesaurus, take some of the simpler words and find beefier ones to replace them. Make sure they analyze the new
word choice to make sure that it doesnt change the meaning of what they want to write about. They need to be
reminded that words sometimes have multiple meanings and therefore synonyms from a thesaurus might not work.
5. Teacher and students develop basic sentences with a subject and verb phase. Have students use their knowledge
of the authors craft to enhance each sentence without losing its basic meaning and purpose. Students identify
which craft was used. For example:
Basic: The dog ran across the street
Enhanced: The shaggy dog ran across the street like a bullet from a gun. (descriptive words, simile)
Basic: Sally cried herself to sleep
Enhanced: Sad Sally sniffled as she cried herself to sleep. (alliteration)
Students may also take these skills and see what they can do to boring text in an interactive read aloud, peer
writing, their own writing, or samples provided by the teacher.
6. Teach the students to always use an analytical eye when reading or listening to a story. They should be constantly
aware of the authors craft and how it is used to enhance a storys meaning for better comprehension of the text by
the reader.
7. Compare authors craft to a visual artists craft. The teacher or students locates paintings with great amounts of
detail and those that lack detail. Which paintings have a better story to tell when viewing them? Why? Give
examples. Does the painting reflect the title? Does the painting reflect the meaning or purpose of what the title
suggests?
8. The teacher will write the sentence, A boy was in the field. Students will draw a picture. Students will work with
teacher to come up with a more descriptive sentence, and students will draw a new picture.
9. Read/discuss authors craft after reading several books by the same author.
3-3.7
their rule.

The teacher will provide weekly Making Words activities for students.
Resources
Daily Oral Language
Common Core:
Assessment
Week of Feb. 11th - Feb. 15th

Feb. 11th - Feb. 15th
Indicators
3-1.4 Distinguish among devices of figurative language
(including simile, metaphor, personification, and
hyperbole) and sound devices (including onomatopoeia and
alliteration).
CCSS
(e.g., take steps).
3-1.9 Recognize the characteristics of poetry (including

stanza, rhyme scheme, and repetition).
3.RL.5 Refer to parts of stories, dramas, and poems


3-1.4
Quadrant C
Quadrant C
Prelutsky.
8. Sing onomatopoeia song:
1,2,3,4
Onomatopoeia
5,6,7,8
Onomatopoeia.
3-1.9
3-3.7
their rule.
5. The teacher will provide weekly Making Words activities for students
Resources
Daily Oral Language
Common Core:
Assessment
Winter Break
Week of Feb. 18th - Feb. 22nd

Feb. 18th
Indicators
CCSS
President's Day (Holiday)


Resources
Assessment
Feb. 19th - Feb. 22nd
Indicators
3-1.4
Distinguish among devices of figurative language (including
simile, metaphor, personification, and hyperbole) and
sound devices (including onomatopoeia and alliteration).
CCSS
3.L.5 Demonstrate understanding of word
d. Distinguish the literal and nonliteral
(e.g., take steps).
e. Identify real-life connections between words
f. Distinguish shades of meaning among
3-1.9
Recognize the characteristics of poetry (including stanza,
rhyme scheme, and repetition).
3.RL.5 Refer to parts of stories, dramas, and poems


3-1.4
Quadrant C
Quadrant C
Prelutsky.
8. Sing onomatopoeia song:
1,2,3,4
Onomatopoeia
5,6,7,8

Onomatopoeia.
3-1.9
Resources
Daily Oral Language
Common Core:
Assessment
Week of Feb. 25th - Mar. 1st

Feb. 25th - Mar. 1st
Indicators
3-6.6 Use vocabulary (including Standard American

English) that is appropriate for the particular audience or
purpose.
CCSS
a. Choose words and phrases for effect.*
3.L.6. Acquire and use accurately grade-appropriate
conversational, general academic, and domain- specific
vocabulary, including words and phrases that signal
spatial and temporal relationships (e.g., After dinner
that night we went looking for them)
3.SL.6. Speak in complete sentences when
appropriate to task and situation in order to provide
requested detail or clarification.

meaningfully.
3-6.7 Use appropriate visual aids (for example, pictures,
objects, and charts) to support oral presentations.

clearly.
and details.
3.SL.5. Create engaging audio recordings of stories
or poems that demonstrate fluid reading at an
understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or
details.
3-6.5
(ex. Comparing and contrasting life in Anderson with life wherever) Quadrant D
3. Students will participate in a telecommunications project.
Quadrant D
4. Students will use the Internet to access information with the teachers aid. Students can find different perspectives
on a topic.
5. Students will create a Webquest based on a unit.
3-6.6
(ex. Comparing and contrasting life in Orangeburg with life wherever) Quadrant D
2.
3.
4.
5.
Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in
Students will participate in a telecommunications project.
Quadrant D
Students will use the Internet to access information with the teachers aide. Students can find different
perspectives on a topic.
Students will create a Webquest based on a unit.
3-6.4
1. The teacher will read sections of an informational text about South Carolina and model how to paraphrase
2. Using informational texts (any content area), students will research information and paraphrase information in
3-6.7
1. Students will create a travel brochure about South Carolina and share it with the class (Microsoft Publisher)
2. Students will orally present a paragraph to the class. Each student must use a visual aid that will help capture the
interest of the audience.
3. Students create visuals and use the overhead to tell what they have learned. They stand at the overhead and retell
the story.
4. Students will present oral reports using a visual aid such as charts, videos, or diagrams. Quadrant D
5. 5. Students will create musical instruments (Science:Sound) and present oral presentation describing instrument
and how it shows what they have learned during unit.er Break
Resources
Daily Oral Language
Common Core:
Assessment
Break
Week of Mar. 4th - Mar. 8th

Mar. 4th - Mar. 8th
Indicators
3-2.6 Use graphic features (including illustrations, graphs,
charts, maps, diagrams, and graphic organizers) as sources
of information.

contents, glossaries, and indexes) as sources of information.
CCSS
3.RL.7. Explain how specific images and illustrations
contribute to or clarify a story (e.g., create mood,
emphasize particular aspects of characters or
settings).
events occur).
3-4.4 Use grammatical conventions of written Standard

American English, including comparative and superlative
adjectives, prepositions and prepositional phrases,
conjunctions (because, since, yet, until), and nominative and
objective case pronouns
3.L.1. Observe conventions of grammar and usage

a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular sentences.
b. Form and use regular and irregular plural
nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses.
f. Ensure subject-verb and
pronounantecedent agreement.*
g. Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on what is
to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and complex
sentences.
3-2.6
1. The teacher will have students use a textbook of choice. Students will read the title, illustrations, captions, graphs,
charts, maps, diagrams, and other graphic organizers before reading the chapter. They will use these to infer
chapter context. Quadrant B
2. The teacher will use informational texts to look for diagrams, pictures, and headings. The students will discuss what
they find in the book before reading. Quadrant A
3. The teacher will provide diagrams of various objects (skeleton, plant, etc.) Students will label the parts of the
diagram and discuss how this helps them understand the text. Quadrant A
4. The teacher will divide a content area unit into sections. Each group of students will take a section of the unit and
create an outline based on the beginning, middle, and end. Groups will share their outlines with the rest of class.
Quadrant A
3-2.7

3-4.4
1. The teacher will provide students with two short sentences and have them use a conjunction to make one sentence.
Quadrant B
2. The teacher can teach a mini-lesson using current student writing. (Mini-lessons on conventions, adjectives, and
conjunctions.) Show student writings and how correct changes can be made to the paper. Quadrant B
3. The teacher will read aloud a book that contains a lot of adjectives such as Many Luscious Lollipops by Ruth Heller.
The students will chart adjectives and discuss their value in literature. The students will go on an Adjective
Scavenger hunt. The students will share words found and add to a class word chart. Future and past stories can be
revised using some of these adjectives. This activity could be modified to all parts of speech by varying the read
aloud. Quadrant C or D-Depending on the assignment.
words and use a thesaurus to help them find a more specific word. Quadrant C
5. To expand sentences use different colored pencils (adj.-red, noun-blue, adverb-green, verb-orange, prepositional
phrase-purple).
Resources
Daily Oral Language
Common Core:
Assessment
th
Benchmark #3 Testing Window: Mar. 4th - Mar. 15

f
th
Week of Mar. 11th - Mar. 15

Mar. 11th - Mar. 15th
Indicators
3-4
The student will create written work that has a clear focus,
sufficient detail, coherent organization, effective use of voice,
and correct use of the conventions of written Standard
American English.
CCSS
See previous Indicatorss

Winter Break
3-5
The student will write for a variety of purposes and
audiences.
Winter Break
3-4:
1. Review the Indicatorss within these standards.
2. Utilize student data to determine which Indicatorss require the greatest emphasis.
3. Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.
3-5:
Winter Break
Resources
Daily Oral Language
Common Core:
Assessment
th
Benchmark #3 Testing Window: Mar. 4th - Mar. 15
Week of Mar. 18th - Mar. 22nd

Mar. 18th - Mar. 22nd
Indicators
3-4 The student will create written work that has a clear focus,
sufficient detail, coherent organization, effective use of voice,
and correct use of the conventions of written Standard
American English.
CCSS
See previous Indicatorss

Winter Break
3-5 The student will write for a variety of purposes and

audiences.Wi
er Break
3-4:
Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.
3-5:
Winter Break
Resources
Daily Oral Language
Common Core:
Break
Assessment
Break
Week of Mar. 25 - Mar 28

Mar. 25 - Mar 28
Indicators
CCSS
Review Standards/
PASS TESTING
Resources
Assessment
Week of Apr. 1st - Apr. 12th

Apr. 1st - Apr. 5th
Indicators
Spring Break (Holiday)
CCSS
Resources
Assessment
Week of Apr. 8-12

Apr. 8-12
Indicators
Re-teaching/Review for PASS Test
Resources
Assessment
CCSS
Week of Apr. 15- 19

Apr. 15- 19
Indicators
CCSS

Resources
Assessment
Week of Apr. 22- 26

Apr. 22-26
Indicators
CCSS

Resources
Assessment
Week of Apr. 29- May 3

Apr. 29 - May 3
Indicators
Resources
Assessment
CCSS
Week of May 6- 17
Indicators
CCSS
PASS Testing
Resources
Assessment
Week of May 20- June 7

May 20-June 7
Indicators
CCSS
Resources
Assessment
Jun. 7th
Indicators
CCSS
Teacher Workday
Teacher Workday
Teacher Workday
Resources
Teacher Workday
Assessment
Teacher Workday

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Orangeburg

Beatrice Keitt-Williams, 3rd Grade ELA (Whittaker)

Week of Aug. 20th - Aug. 24th

3.RL.4. Determine the meaning of words and

3-4.1 Generate and organize ideas for writing using

3.W.1. Write opinion pieces on familiar topics or

d. Provide a concluding statement or section.

Week of Aug. 27th - Aug. 31th

3-3.2 Use base words and affixes to determine the

3.RF.3 Know and apply grade-level phonics and

3.RL.1. Ask and answer questions to demonstrate

3-4.2 Use complete sentences (including compound

Daily Oral Language

Week of Sept. 3rd - Sept. 7th

3-4.3 Create paragraphs that include a topic sentence with

3.W.1. Write opinion pieces on familiar topics or

3-4.7 Use correct letter formation when using manuscript

Week of Sept. 10th - Sept. 14th

Read high-frequency words in texts.

3-4.4 Use grammatical conventions of written Standard

3.RF.3 Know and apply grade-level phonics and

Daily Oral Language

Week of Sept. 17th - Sept. 21th

3-3.5 Use context clues to determine the relationship

3.W.5. With the guidance and support from peers and

Week of Sept. 24th - Sept. 28th

3-3.7 Spell words that have blends and contractions.

3-4.W.5. With guidance and support from peers and

which craft was used. For example:

Week of Oct. 1st - Oct. 5th

3-3.7 Spell correctly compound words.

3.W.5. With guidance and support from peers and

Week of Oct. 8th - Oct. 12th

3-3.7 Spell correctly common homonyms.

3.W.5. With guidance and support from peers and

Week of Oct. 15th - Oct. 19th

3-3.7 All word types mentioned in Indicators.

3.W.5. With guidance and support from peers and

Cause Leads to Effect

Week of Oct. 22nd - Oct. 26th

3.RF.4. Read with sufficient accuracy and fluency to

3.L.5. Demonstrate understanding of word

reporter and write about field trips. Quadrant C

Week of Oct. 29th - Nov. 2nd

3-3.4 Read high-frequency words in texts

3-5.3 Create written descriptions about people, places, or

3.RI.5. Use text features and search tools (e.g., key

Use a known root word as a clue to the

Election Day (Holiday)

Election Day (Holiday)

3-3.5 Use context clues to determine the relationship

3.W.1. Write opinion pieces on familiar topics or

3-6.3 Organize information by classifying or sequencing

3.W.2. Write informative/explanatory texts to

3.W.8. Recall information from experiences or

Students will create an idea web using adjectives or adverbs. Quadrant D

Week of Nov. 12th - Nov. 16th

3-3.4 Read high-frequency words in texts.

3.RF.4. Know and apply grade-level phonics and

3-6.4 Paraphrase research information accurately and

Week of Nov. 19th - Nov. 23rd

3-3.3 Interpret the meaning of idioms encountered in texts.

3-6.6 Use the Internet as a source of information.