2 nd Nine Weeks Curriculum Letter

Transcription

1 2 nd Nine Weeks Curriculum Letter Language Arts Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (AKS 3) Distinguish their own point of view from that of the narrator or those of the characters (AKS 6) Informational Text: 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 (AKS 12) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) (AKS 17) Distinguish their own point of view from that of the author of a text (AKS 15) Demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults (AKS 41) Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps) (41a) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) (41c) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies (AKS 40)

2 Use glossaries, dictionaries, and thesauruses, both print and digital, to determine or clarify the precise meanings of key words and phrases (40d) & Use reference materials, including dictionaries and thesauruses, as needed to check and correct spellings (38g) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (AKS 37) ~ Alphabetize to the third letter (37k) Ensure subject-verb and pronoun-antecedent agreement (37g) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (AKS 38)- Capitalize appropriate words in titles (38a) Form and use regular and irregular plural nouns (37c) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace (AKS 34) Narrative Writing Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (AKS 24) ~ Use temporal words and phrases to signal event order (24c) Informational Writing Conduct short research projects that build knowledge about a topic (AKS 28) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (AKS 29) Write informative/explanatory texts to examine a topic and convey ideas and information clearly (AKS 23) ~Introduce a topic and group related information together; include illustrations when useful to aiding comprehension (23a) & Develop the topic with facts, definitions, and details (23b)

3 Math Fluently multiply and divide within 100 using strategies (7.OA.7) Understand division as an unknown factor problem (6.OA.6) Commutative, associative, and distributive properties to multiply and divide (5.OA.5) Identify and explain arithmetic patterns (9.OA.9) Solve 2 step word problems using the 4 operations (8.OA.8) Recognize and measure area by counting unit squares (26.MD.5/5_a/5_b, 29.MD.6) Relate area to the operations of multiplication and division (30. MD.7_a,b,c) Draw and solve problems; picture graph and bar graph (24.MD.3) Social Studies 3SS_G discuss the life of Susan B. Anthony and her efforts to expand people's rights and freedoms in a democracy --36a - discuss Susan B. Anthony and her efforts to expand our rights through civil rights; 36b - explain social barriers, restrictions, and obstacles that Susan B. Anthony had to overcome and how she was able to succeed 3SS_G describe the cultural and geographic systems associated with Susan B. Anthony --37a - identify specific locations on a map significant to the life and times of Susan B. Anthony ; 37b - describe how place (physical and cultural) impacted the life of Susan B. Anthony; 37c - describe how Susan B. Anthony adapted to and was influenced by her environment; 37d - trace examples of travels of Susan B. Anthony and the movement of her ideas across time; 37e - describe how the region in which Susan B. Anthony lived affected her life and impacted her cultural identification

4 describe how Susan B. Anthony displayed positive character traits (GPS) (3SS_G ) --38a - relate cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority to Susan B. Anthony 3SS_F discuss the life of Frederick Douglass and his efforts to expand people's rights and freedoms in a democracy --33a - discuss Frederick Douglass and his efforts to expand our rights through civil rights; 33b - explain social barriers, restrictions, and obstacles that Frederick Douglass had to overcome and how he was able to succeed 3SS_F describe the cultural and geographic systems associated with Frederick Douglass --34a - identify specific locations on a map significant to the life and times of Frederick Douglass; 34b - describe how place (physical and cultural) impacted the life of Frederick Douglass; 34c - describe how Frederick Douglass adapted to and was influenced by his environment; 34d - trace examples of travels of Frederick Douglass and the movement of his ideas across time; 34e - describe how the region in which Frederick Douglass lived affected his life and impacted his cultural identification 3SS_F describe how Frederick Douglass displayed positive character traits --35a - relate cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority to Frederick Douglass 3SS_H discuss the life of Mary McLeod Bethune and her efforts to expand people's rights and freedoms in a democracy --39a - discuss Mary McLeod Bethune and her efforts to expand our rights through education; 39b - explain social barriers, restrictions, and obstacles that Mary McLeod Bethune had to overcome and how she was able to succeed 3SS_H describe the cultural and geographic systems associated with Mary McLeod Bethune --40a - identify specific locations on a map significant to the life and times of Mary McLeod Bethune ; 40b - describe how place (physical and cultural) impacted the life of Mary McLeod Bethune; 40c - describe how Mary McLeod Bethune adapted to and was influenced by her environment; 40d - trace examples of travels of Mary McLeod Bethune and the movement of her ideas across time; 40e - describe how the region in

5 which Mary McLeod Bethune lived affected her life and impacted her cultural identification describe how Mary McLeod Bethune displayed positive character traits (GPS) (3SS_H ) --41a - relate cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority to Mary McLeod Bethune Science 8. investigate the physical attributes of rocks and soils (GPS, ITBS) 8a. compare and contrast rocks and minerals (GPS) 8b. determine the physical attributes of rocks and minerals using observations (shape, color, and texture), measurements, and simple tests (hardness) (GPS) 8c. compare and contrast the texture, particle size and color in top soils (clay, loam, potting soil, sand) using observational skills (GPS) 8d. classify rocks according to the manner in which they formed (igneous, sedimentary, metamorphic) (GPS) 8e. determine how water and wind can change rocks and soil over time using observation and research (GPS) Annistown Third Grade Teachers Mrs. Pat Brison Mr. James Hill Mrs. Debbie Sears Mrs. Stephanie Jones