TWS 2: Long Range Plan

Third Grade ELA

August-October

A. Unit Overview:
My long-range plan will be focused on the first nine weeks of the 2016 school year. My
cooperating teacher was provided with the district pacing guide. All third grade teachers at
Mathews Elementary use the pacing guide to stay on track and cover all needed material. For
English Language Arts we cover reading, writing, and word study. Each is addressed in the
pacing guide, as well as a list of read alouds and mentor texts. The yellow and green coded
sections of the pacing guide are for the first nine weeks.

B. Unit Goals:
Throughout this unit, students will build a reading life and focus on crafting true stories.
To do this, we will be using unit one of Lucy Calkins reading and writing. Each unit is split into
bends. Unit one of reading has three bends: Making a Reading Life, Understanding the Story,
and Tackling more Challenging Words. Each of these bends work together to help students
understand why they read and how to understand a story while reading. Unit one of writing has
four bends: Writing Personal Narratives with Independence, Becoming a Storyteller on the
Page, Writing with New Independence on a Second Piece, and Fixing Up and Fancying Up Our
Best Work: Revision and Editing. These writing bends come together to help the students
create true stories while also working on specific writing skills.

Students will also be concentrating on short vowel patterns words, long vowel pattern
words, and CV open syllable y words. Each week the students will focus on a word pattern and
study it intensely until it is mastered. Learning the word patterns is more beneficial than just
memorizing spelling words.
 C. August/September Nine Weeks Unit:

Reading Unit 1: Building a Reading Life

Reading Standards: Literary Text (RL)
RL 3 Know and apply grade level phonics and word analysis skills in decoding words
RL 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate,
expression, intonation, and phrasing on successive readings
RL5 Determine meaning and develop logical interpretations by making predictions,
inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and
investigating multiple interpretations
RL8 Analyze characters, settings, events, and ideas as they develop and interact
within a particular context
RL9 Interpret and analyze the authors use of words, phrases and conventions, and
how their relationships shape meaning and tone in print and multimedia texts
RL 10 Apply a range of strategies to determine and deepen the meaning of known,
unknown, and multiple-meaning words, phrases, and jargon; acquire and use
general academic and domain specific vocabulary
RL13 Read independently and comprehend a variety of texts for the purposes of
reading for enjoyment and acquitting new learning and building stamina reflect and
respond to increasingly complex text over time.
 Reading Unit 1: Building a Reading Life
Bend Topics Student Objectives
Bend I: Making a Reading Life
1. Choosing Just Right Books 1. The student will be able to determine if a book is too
2. Building Reading Stamina hard, too easy, or just right for them.
3. Tracking Reading 2. Students will be able to read for extended amounts of
4. Setting Goals for Reading time to fully grasp the meaning of a text.
5. Setting up Reading Partnerships 3. Students will be able to use their goal to collect data on
their reading progress.
4. Students will be able to set a reading goal to reach at
the end of the unit.
5. Students will be able to read with a partner to enjoy a
book in a different way.
Bend II: Understanding the Story
1. Asking Questions While Reading 1. Students will be able to give themselves a
to Check For Comprehension comprehension check by asking questions.
2. Visualizing While Reading 2. Students will understand that authors sometimes want
3. Thinking About Their Reading them to stop and make a movie in their mind, while
4. Predictions other times they want them to collect information.
3. Students will think about their reading by retelling what
happens in the story. Students will question their level
of reading and set goals that will help them become
better readers.
4. Students will now begin to focus on imagining how a
story could play out based on what has already
happened. They will begin to use evidence and details
to back up their predictions.
Bend III: Tackling More Challenging
1. Using Strategies to Figure Out 1. Students will climb over the hurdle of hard words by
Hard Words using different strategies. They will notice that some
2. Figuring Out Difficult Vocabulary strategies do not work for certain words.
3. Figurative Language 2. Students will be able to use the texts clues to
4. Authors Purpose determine the meaning of an unfamiliar word.
3. Students will make educated guesses as to what a
confusing expression may mean. Students will use what
they already know to make the guess, and check their
guess after they have learned more about the story.
4. Students begin to question and answer why the author
wrote certain pieces of the story.
 Writing Unit 1: Crafting True Stories
Writing Standards (W)

W3 Write narratives to develop real or imagines experiences or events

using effective techniques, well-chosen details, and well-structured event
sequences
W4 Demonstrate command of the conventions of standard English
grammar and usage when writing and speaking
W5 Demonstrate command of the conventions of standard English,
capitalizations, punctuation, and spelling when writing
W6 Write independently, legibly, and routinely for a variety of tasks,
purposes, and audiences over short and extended time frames
 Writing Unit 1:Crafting True Stories
Bend Topics Student Objectives
Bend I: Writing Personal Narratives with Independence
1. Visualizing 1. Students will imagine the kind of writing they want to
2. Generating Ideas for Writing make and set goals accordingly.
3. Storytellers Voice 2. Students will know how to use a small moment to
4. Ongoing Editing generate an idea for a writing piece.
3. Students will perfect their storyteller voice by making a
mental movie of a small moment so that the reader
can see, hear, and feel everything.
4. Students will look back on their work and notice if they
are following their set goals. Third grade narrative
goals will be shown for students to reflect on their
personal goals.

Bend II: Becoming a Storyteller on the Page

1. Generating Leads 1. Students will begin to generate story leads by
2. Writing a Quick Draft creating a drafting booklet.
3. Authors Craft 2. Students will write fast and furious without
4. Developing Most Important stopping to create a quick draft.
Parts 3. Students will study and imitate a mentor author to
5. Paraphrasing see what they do to make the story so good.
4. Students will focus on the heart of their story and
throw out the parts that have nothing to do with
the main idea.
5. Students will use ideas from others to help build
the heart of the story.
Bend III: Writing with New Independence on a Second Piece
1. Revising During Writing 1. Students will focus on revising as they are writing
2. Dialogue their personal narrative.
2. Students will notice that it is important to tell the
who, what, and where, but they will also see that it
is important to show who said what.
Bend IV: Fixing Up and Fancying Up Our Best Work: Revision and Editing
1. Revising Endings 1. Students will step back and look at their narrative
2. Using Editing Checklists as if they are a sculptor at work. They will see parts
that need to be removed, and parts that need to
be added to.
2. Students will rely on an editing checklist to refine
their writing.
D. Third grade ELA Pacing Guide (August-October)
The pacing guide for the first 9 weeks is split between two charts. The first is the yellow
chart and the second is the green chart. The charts are split in two to be read. The pacing
guide for third grade is also available online at: http://www.gwd50.org/Page/6229