DLI 3rd grade guide

3rd Grade Scope & Sequence

SCAFFOLDING IN ACTION Skill Building

● Provide a graphic organizer found in the Reading/Writing Companion and model how to identify what happened frst, next or last in the story and claim evidence to express opinion. ● Point out the word banks in the Reading/Writing Companion or provide one if not available when students are completing writing or speaking tasks to support their responses. ● For extended writing prompts, provide the Student Model found in Writer’s Notebook>Teacher Resources>Unit 1 highlighting the language and structure a student will need in order to be able to reproduce their own narrative and/or opinion essay. ● For extended writing prompts, provide the Writer’s Outline in the Writer’s Notebook >Teacher Resources>Unit 1. Newcomers may only be able to complete the outline and/or a paragraph with word banks using a mix of their home language and English. ● In discussion, model and have students use the sentence frames provided and word banks to support their responses. ● Provide the Visual Vocabulary cards to build content knowledge.

Extension

Digital Tool: Inquiry Space Performance Task: Write About: Frogs Wonders Connect to Content: Science. Reading/Writing Companion pp. Research and Inquiry Projects (Teacher or Student Choice) ● “Who Made That?” (T) Product: Map ● “City of Cultures” (T) Product: Quilt ● “Special Places” (T) Product: Postcard

INTERDISCIPLINARY CONNECTIONS Social Studies

Wonder TE T28 “Culture in Your Community”: Students research and write about their community while practicing map skills. Social Studies Standards: 3.2.1: Locate their community, city or town, state, country, and continent on print and digital maps of the earth, and contrast their sizes and the relationships scale. Social Studies Standard 3.2.3: Defne their own cultures or the cultures of their community (for example, art, music, food, dance, system of writing, architecture, government to which they are regularly exposed or of which they are part). Social Studies Standard 3.3.1: Analyze how their community has been shaped by the diverse people who have resided within it. Compare primary and secondary sources (when available) from or about these people). Social Studies Standard 3.2.3: Refect upon the processes used to address needs and reach solutions within their family, their classroom, or other groups of which they are a part. Compare those to the democratic processes used to address needs and reach solutions within their communities. Social Studies Standard 3.3.3: Research improvements that have been made in their community over time (for example, schools, roads, emergency services, utilities, jobs, recreation, libraries, clean environment, protection of civil rights).

Arts Integration Resources