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SEPSEP
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MathContent/TimeGraphingNumber SenseAddition and SubtractionMultiplicationMeasurementDivisionFractionsMeasurementGeometryTestingBenchmark
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Big Ideas***SPIRAL ALL YEAR
-picture graph
-bar graph
-solve one and two-step problems
- generate data by measuring lengths with halves, and fourths		Round to nearest 10 or 100; place value"- Use algorithms based on place value and properties
- Relationship between addition & subtraction
- Fluently add within 1000"
- Interpret multiplication with 'groups of', arrays, and measurement quantities
- Mult. within 100 to solve word problems
- Determine unknown whole number in mult/div sentences
- Commutative Property
- Associative Property
- Distributive Property
- Arithmetic patterns in relation to multiplication
- Multiply one-digit whole numbers by multiples of 10 in the range of 10-90		- Area
- Square Units
- Finding area by counting
- Relate area to mult and add
- Perimeter
- Find unknown side		- Interpret divison based on 2 distinct models: partition models, and repeated subtraction (How many groups? How many in each group?) - Solve word problems involving equal groups, arrays, and measurement quantities -Determine unknown -Distributive Property - Divide within 100 -Assess the reasonablness of answers in a word problem- part of a whole
- part of a set
-represent on a number line
-equivalent fractions
-compare two fractions with same numerator or same denominator		****SPIRAL ALL YEAR -measure and estimate liquid volumes and mass of objects (grams, kilograms, and liters) -tell and write time to the nearest minute and measure intervals -solve word problems involving addition and subtraction of time- Categorize shapes by attribute
- (Quadrilaterals: Rhombus, rectangle, squares)		REVIEWREVIEW/Learn Math Routines: -subitize -number bonds -10 number bonds -addition and subtraction facts -place value strategies for adding (left to right, break apart, algorithm)
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Standards3.MD.33.NBT.13.NBT.23.OA.1, 3.OA.3-5, 3.OA.9, 3.NBT.33.MD.5-83.MD.2, 3.MD.43.G.1-2
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Common Formative AssessmentSAGESAGE- CFA #13 Different CFA's needed: Basic understanding of multiplication (GO MATH Chapter 3), Facts and Properties (timed tests, project), Using multiplication *including 2-step word problems (SAGE) GO MATH Chapter 11 Review/Test *Includes constructed response and performance taskBeginning of year assessment
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Power Standards3.NBT.1 Rounding to the nearest 10 or 1003.NBT.2 Fluently add and subtract within 1,000 with regrouping.3.OA.1, 3, 4, 5, 9,
3.NBT.3 Students will be able to solve and know from memory all single-digit multiplication and division facts.
Solve two-step word problems using the four operations.		3.OA.2-8 Students will be able to solve and know from memory all single-digit multiplication and divsion facts. Solve two-step word problems using the four operations.
Understand the meanings of multiplication and division {equal groups, arrays, area model, and unknowns.} ***Focus on division.		3.NF.1-3 Students will be able to compare fractions using visual models including number lines and noticing common denominators.
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Place-Based Learning
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STEAMBuild area/perimeter modelsFractions of a Set Watercolor ProjectBuild geometric pictures
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Project-Based LearningArea houses
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ReadingContent/TimeMyths, Fables, & Folktales + Narrative WritingInformational (Spiral Literature instruction)Informational (Spiral Literature instruction)Opinion/Argumentative (Spiral Literature)
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Big IdeasSummary, Characterization, Context Clues, Author's Voice, Role of Illustrations Studying Characterization, Point of View, Perspective and Lesson of the storyUse context clues "Looking outside the Words" Author's Purpose, Highlight texts to match a writing prompt Characters across a series, Cause and Effect ReviewReview
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StandardsRL 3.2, RI 3.3, RL 3.4, RL 3.6, RL 3.7
RI 3.1, RI 3.2, RI 3.5RL 3.6, RI 3.3, RI 3.6RI 3.2, RI 3.4, RI 3.7RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/grade in a sequence)RI 3.7 Compare and contrast the most important points and key details presented in two texts on the same topic.
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Common Formative AssessmentSummary of a narrative: Somebody, Wanted, But, So, Then, Central Message
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"Unconstrained Skills" Comprehension and Vocabulary--Summary of a narrative: Somebody, Wanted, But, So, Then, Central Message --Whole Group Close Reading Questions and Answers --Find the Main Idea using Details --Whole Group Close Reading Questions and Answers --Parts of Speech for RTI Vocabulary sheets-use Mad LibsContext Clues-"Looking outside of Words"Close Reading of Texts to find evidence to a prompt
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Reading Strategy
Look for Text Features Introduce "Push Our Thinking" discussion sentence stems a few at a time
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Power StandardsRL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL 3.2 Recount stories...and explain how the central message is conveyed through key details in the text.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 3.2 Recount stories...and explain how the central message is conveyed through key details in the text. RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI 3.2 Describe the main idea of a text, recount the key details and explain how they support the main idea.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 3.2 Recount stories...and explain how the central message is conveyed through key details in the text. RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI 3.2 Describe the main idea of a text, recount the key details and explain how they support the main idea.
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Reading Foundational Skills"Constrained Skills" Phonemic Awareness, Phonics and Fluency--Read Multisyllabic Words: Vowel Teams --Read irregulary spelled words: Sight Words--Read Multisyllabic Words: R Controlled Vowels (Bossy R) --Read irregulary spelled words: Sight Words--Read Multisyllabic Words: Syllable Types --Read irregulary spelled words: Sight Words--Identify and know the meaning of the most common prefixes and derivational suffixes. --Read irregulary spelled words: Sight Words--Decode words with common Latin suffixes. --Read irregulary spelled words: Sight Words
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Reading StrategyStretch and Blend vs. Chunk "Looking inside of Words"Look for Syllables "Looking inside of Words"Chunk Words looking for the Root/Base Word
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Maker SpaceText Features Surgery Experience
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Place-Based Learning
"Close Reading" experience out on a hike. General view of area (picture), start to add details, etc...
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STEAM
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Project-Based LearningWrite a Madlib taking out parts of speech and label them for someone to fill out.
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WritingContent/TimeLaunching Writer's WorkshopNarrativeOpinion Essays-Units of Study Book 3 Opinion Essays-Units of Study Book 3Informational Essays-Writing to a Prompt Informational and Opinion Essay Review and Prompt WritingResearch
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Big IdeasGathering Ideas, Building Stamina to Write, Parts of Speech (Juicy Words)Stages of Writing, Sense of Closure, Using QuotationsNarrative vs. Non-narrative, Gathering Seed Ideas, Boxes and Bullets, Organizing files, Parts of an EssayWriting to a Task, Reading to pull evidence to match text, Parts of an EssayWriting to a Task, time-bound
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StandardsW 3.2, 3.7W 3.2W. 3.1W 3.1W 3.1-2W 3.3
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Common Formative AssessmentPre and Post Narrative Writing AssessmentPre and Post Opinion Writing AssessmentSAGE writing interim using AirWAysPre and Post Informational Writing AssessmentSAGE Writing interim using AirWays
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Power StandardsW.3.a-d Write a narrative piece with effective techniques, details, clear sequence, and appropriate conventions. W.1.a-d Write an opinion piece with supporting reasons, topic sentences, and appropriate conventions. W.2 Write an informative piece to examine a topic, convey ideas and information, clarify and use apporpriate conventions W.3.7 Conduct short research projects that build knowledge about a topic. W. 3.8 Recall information from experiences and gather information from print and digital sources; take breif notes on sources; sort evidence into provided categories.
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Maker Space
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Place-Based Learning
Winter outdoor experience with Eric N to start Opinion Unit
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STEAMWatercolor Self-portraits to use adjectives to describe themselvesTech: Publish on Google ClassroomTech: Produce a 30 sec. ad for persuade an audienceTech/Art: Mother's Day Opinion writing
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Project-Based Learning
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LAContent/TimeParts of SpeechSentencesNounsVerbsSubject/Verb Agreement Pronoun/Antecedent AgreementComparative and Superlative Use coordinating and subordinating conjunctions
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Big Ideasnouns, pronouns, verb, adjectives, adverbsSimple, Compound, and Complex SentencesRegular, Irregular, Plural, and Abstract NounsRegular and Irregular Verbsadverbs and adjectives
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StandardsL. 3.1 aL. 3.1 i L. 3.1b, L.3.1cL. 3.1d, L.3.1eL.3.1fL.3.1gL 3.1h
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Common Formative Assessment
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Power StandardsLS 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LS 3.4 Determine the meaning of unknown and multiple-meaning words using context.LS 3.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LS 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LS 3.4 Determine the meaning of unknown and multiple-meaning words using context.
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Maker Space
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Place-Based Learning
Logan Canyon hike to identify parts of speech seen in the environment
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STEAMArt: Self-portrait and writing using adjectives
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Project-Based Learning
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ScienceContent/Time
Earth, Sun, and Moon
Heat and LightEnvironmentGravityForce and Motion
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Big IdeasLiving and Nonliving
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StandardsStandard 1, Obj. 1-2Standard 5, Obj. 1-3Standard 2, Obj. 1-2Standard 4, Obj. 1 and 2Standard 3, Obj. 1 and 2
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Common Formative Assessment
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Power StandardsS.1 Describe the movement of the earth S.5 The sun is the main source of heat and light and affects living thingsS.2 Predict the effects of changes in the environment on a living organismS.4 Gravity is a force that effects objectsS.3 Demonstrate how forces cause changes in speed or direction of objects
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Maker Space
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Place-Based Learning
PlanetariumWillow Park and Living AquariumAirport or USU gravity simulatorFun Park (bowling and force/motion)
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STEAMField Notebook
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Project-Based LearningParachutes off the balconyBalloon rockets or matchbox cars on track
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Social StudiesContent/TimeLeader In MeCommunities Culture and CommunityGovernment
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Big IdeasBuilding CommunityEnvironments, Ecosystems
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StandardsStandard 1, Obj. 1-3Standard 2, Obj. 1-2Standard 3, Obj. 1-3
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Common Formative Assessment
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Power StandardsSS.1.1 Characteristics of communities are influence by their environment.SS.2.1 Compare elements of local community with communities around the world. .2.2 Explain how selected indigenous cultures of the Americas have changed over time.3:SS.3.1-3 Describe the rights and responsibilities in being a contributing member of a community.
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Maker Space
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Place-Based Learning
Logan Canyon Hike with EricLogan field experience in town with Senior CitizensCourt room visit/or judge visit
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STEAMEng: Build a tower of blocks Art: Proactive Art Project Tech: Personal Mission statement in Google ClassroomMovement/music: Learn an indigenous sticks song and dance
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Project-Based Learning