Unit 6 3rd Grade Curriculum

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1	Journeys Curriculum Map Unit 6
2	Lesson 26: The Foot Race Across America
3	Power Standards	Reading Resources	Writing	Phonics	Spelling
4	L.3.4b L.3.6 RI.3.2 RI.3.6 RF.3.3b RF.3.3c	Grab and Go	Informative Writing: Compare and Contrast Paragraph Focus Trait: Organization	Final Syllables -tion, -sion	PERSON Sunday AL enjoy herself order Monday helmet garden forget mistake until problem umpire carpet
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6	Grammar	Vocabulary	Small Group/Centers	Skills & Strategy	Science/S.S.
7	Abbreviations	Strategies: suffix: -ion Focus Vocabulary: principal proud announced advice loyal ability absorb loveliest compete approached	Trade Books: Donavan’s Jar Jake Drake: Know it All Literacy Centers: Word Study, Think and Write, Comprehension and Fluency. Reader’s Notebook Close Reader	Target Skill: Main Idea and Details Target Strategy: Analyze/Evaluate	Values: Determination
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9	Lesson 26 Standards
10	L.3.4b- 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.	RI 3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.	RF.3.3c- Know and apply grade- level phonics and word analysis skills in decoding words. C.) decode multisyllable words.
11	L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships	RI 3.5 Use text features and search tools (e.g Key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.	RF 3.4 B Read on-level prose and poetry orally with accuracy appropriate rate, and expression on successive readings.
12	L.3.2- 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.	RI 3.6Distinguish their own point of view from that of the author of a text.	Rf 3.4 C Use context to confirm or self-correct word recognition and understanding, rereading as necessary
13	RL 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-4 text complexity band independently and proficiently.	RF 3.4 B Read on-level prose and peltry orally with accuracy appropriate rate, and expression on successive readings.
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15	Assessments	I Can Statements
16	Grammar: Weekly Assessment Vocabulary: Weekly Assessment Phonics: Weekly Assessment Comprehension: Standards Based Weekly Assessment
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24	Lesson 27: The Power of Magnets
25	Power Standards	Reading Resources	Writing	Phonics	Spelling
26	L.3.4a L.3.6 RI.3.3 RF.3.3c	Grab and Go	Informative Writing: Problem and Solution Paragraph Focus Trait: Ideas	Double Consonants	jelly button lesson butter hello dollar bottom cherry rabbit pillow sudden letter happen arrow
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28	Grammar	Vocabulary	Small Group/Centers	Skills & Strategy	Science/S.S.
29	contractions	Strategies: homographs and homophones Focus Vocabulary: research tools familiar gadget invention experiment electric power improve prove	Trade Books: Donavan’s Jar Jake Drake: Know it All Literacy Centers: Word Study, Think and Write, Comprehension and Fluency. Reader’s Notebook Close Reader	Target Skill: Cause and Effect Target Strategy: Summarize	Physical Science: Magnets
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31	Lesson 27 Standards
32	L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., after dinner that night we went looking for them)	RI 3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
33	L.3.4a- 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.	RF.3.3c- Know and apply grade- level phonics and word analysis skills in decoding words. C.) decode multisyllable words.
34	R.L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers	RF 3.4 B Read on-level prose and peltry orally with accuracy appropriate rate, and expression on successive readings.
35	. 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.	Rf 3.4 C Use context to confirm or self-correct word recognition and understanding, rereading as necessary
36	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).
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38	Assessments	I Can Statements
39	Grammar: Weekly Assessment Vocabulary: Weekly Assessment Phonics: Weekly Assessment Comprehension: Standards Based Weekly Assessment
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47	Lesson 28: Becoming Anything He Wants to Be
48	Power Standards	Reading Resources	Writing	Phonics	Spelling
49	L.3.4c L.3.6 RI.3.1 RF.3.3d	Grab and Go	Informative Writing: instructions Focus Trait: word choice	ough and augh	was draw sought naughty
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51	Grammar	Vocabulary	Small Group/Centers	Skills & Strategy	Science/S.S.
52	commas in sentences	Strategies: word roots Focus Vocabulary: throughout textures peak steep tropical landscape slopes altitude survival equipment	Trade Books: Donavan’s Jar Jake Drake: Know it All Literacy Centers: Word Study, Think and Write, Comprehension and Fluency. Reader’s Notebook Close Reader	Target Skill: Fact and Opinion Target Strategy: Visualize	Health and Safety: Being Active
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54	Lesson 28 Standards
55	L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships	RI 3.6 Distinguish their own point of view from that of the author of a text.	RF 3.4 A Read on-level text with purpose and understanding.
56	L.3.4c- 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.	L.3.2a- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. capitalize appropriate words in titles.	RF 3.3b Decode words with common Latin suffixes.
57	L.3.5a- Demonstrate understanding of figurative language, word relationships and nuances in word meanings. A. distinguish the literal and nonliteral meanings of words and phrases in context.	RL.3.7- Explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of character or setting).	RF 3.4 D Cant find
58	R.L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
59	RI 3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.
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61	Assessments	I Can Statements
62	Grammar: Weekly Assessment Vocabulary: Weekly Assessment Phonics: Weekly Assessment Comprehension: Standards Based Weekly Assessment
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68	Lesson 29: A New Team of Heroes
69	Power Standards	Reading Resources	Writing	Phonics	Spelling
70	L.3.4b L.3.6 RL.3.3 RL.3.6 RF.3.3c	Grab and Go	Informative Writing: Prewrite a Research Report Focus Trait: Ideas	ending in er or le	flower people whistle character
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72	Grammar	Vocabulary	Small Group/Centers	Skills & Strategy	Science/S.S.
73	what is a preposition	Strategies: prefix: un and dis Focus Vocabulary: excitement score athlete tense succeed league earn partners pleasure contribute	Trade Books: Donavan’s Jar Jake Drake: Know it All Literacy Centers: Word Study, Think and Write, Comprehension and Fluency. Reader’s Notebook Close Reader	Target Skill: Understanding Characters Target Strategy: Monitor/Clarify	Values: Doing Your Best
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75	Lesson 29 Standards
76	L.3.4b- 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.	RL 3.6 Distinguish their own point of view from that of the author of a text.	RI 3.5 Use text features and search tools (e.g Key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
77	L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., after dinner that night we went looking for them)	. RL.3.7- Explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of character or setting).	RI 3,6Distinguish their own point of view from that of the author of a text.
78	RL.3.3- Describe characters in a story and explain how their actions contribute to the sequence of events.	RI 3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	RF 3.4 A Read on-level text with purpose and understanding.
79	RF 3.3 A Identify and know the meaning of the most common prefixes and derivational suffixes	RI 3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.	RF 3.4.B Read on-level prose and poetry orally with accuracy appropriate rate, and expression on successive readings.
80	RF.3.3c- Know and apply grade-level phonics and word analysis skills in decoding words. C. Decode multisyllable words.	RI 3.3Describe 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.
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82	Assessments	I Can Statements
83	Grammar: Weekly Assessment Vocabulary: Weekly Assessment Phonics: Weekly Assessment Comprehension: Standards Based Weekly Assessment
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90	Lesson 30: Saving Buster
91	Power Standards	Reading Resources	Writing	Phonics	Spelling
92	L.3.6 RL.3.1 RL.3.3 RF.3.3c L.3.1a	Grab and Go	Informative Writing: draft a research report Focus Trait: organization	Long i -i -ie and -igh	away want awhile beyond
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94	Grammar	Vocabulary	Small Group/Centers	Skills & Strategy	Science/S.S.
95	correct pronouns	Strategies: compound words Focus Vocabulary: worried certainly raise afford applause anxiously dramatic guided ingredients fetch	Trade Books: Donavan’s Jar Jake Drake: Know it All Literacy Centers: Word Study, Think and Write, Comprehension and Fluency. Reader’s Notebook Close Reader	Target Skill: Conclusions Target Strategy: Question	Community: Working Together
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97	Lesson 30 Standards
98	L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships	RF.3.3c- Know and apply grade-level phonics and word analysis skills in decoding words. C. Decode multisyllable words.	RF 3.4 A Read on-level text with purpose and understanding.
99	R.L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	L.3.1a- Demonstrate command of the conventions of standard English 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.	RF 3.4.B Read on-level prose and poetry orally with accuracy appropriate rate, and expression on successive readings.
100	RL.3.3- Describe characters in a story and explain how their actions contribute to the sequence of events.