SALTA 3rd grade

3 rd Grade Scope and Sequence

Unit 3: November 22-January 21 Recommended Days: 26

ELA Writing DWSBA#2: Jan 31-Feb 11

Allotted Days: 30

Unit 3 Theme: People and Nature

Big Question How are people and nature connected?

Writing Focus

Reporting Standards

DWSBA: INFORMATIVE/ EXPLANATORY Jan 31-Feb 11

Writing to Sources

• Engage effectively in conversations by coming prepared, following discussion rules, building upon other’s ideas, and asking for clarification • Ask and answer questions to demonstrate understanding referring to the text • Identify the main idea and key details • Recognize the structure (e.g., sequence, stanza, images) • Write informational texts to convey ideas with supporting details • Use grammar skills when writing or speaking • Use context clues, affixes, and roots to determine the meaning of vocabulary words and phrases

INFORMATIVE/ EXPLANATORY

Additional Writing Resources found Google Team Drive

Unit Planning BEGIN by using Reading Standards

Question of the Week How do people and nature interact?

Text Aligned Reading Standards

Main Selection How Do You Raise a Raisin?

Week 1 Week 2

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL3.5 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. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (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). RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.7 Use information gained from illustrations (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). Flexible days can be used at any time within a unit for the purpose of: 1) Extending time on a standard(s) 2) Reviewing, extending, frontloading 3) Incorporating performance tasks Pushing Up the Sky Seeing Stars A Symphony of Whales Around One Cactus

How do people explain things in nature?

Week 3

What can we learn about nature by investigating?

Week 4

How can people help animals in danger?

Week 5

What can we observe in different environments?

Flexible Days