• I am here to support 3rd and 4th grade ESE students on these standards taught by their homeroom teacher.

    3rd Grade English Language Arts Quarter 4: we will be working on these standards

    Focus Comprehension Standard(s):

    LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (DOK 3)

    LAFS.3.RI.1.3 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. (DOK 3)

    LAFS.3.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (DOK 2)

    LAFS.3.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). (DOK 2)

    LAFS.3.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (DOK 2)

    Focus Foundational Standard(s):

    LAFS.3.RF.3.b - Decode words with common Latin suffixes. (DOK 1)

    LAFS.3.RF.3.3c - Decode multisyllable words. (DOK 1)

    Focus Language Standard(s):

    LAFS.3.L.1.2d - Form and use possessives. (DOK 1)

    LAFS.3.L.1.2f - Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (DOK 1)

    LAFS.3.L.2.3b - Recognize and observe differences between the conventions of spoken and written standard English. (DOK 3)

    LAFS.3.L.3.4d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (DOK 2)

    LAFS.3.L.3.5c - Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g.,knew, believed, suspected, heard, wondered). (DOK 3)

    Focus Writing Standard(s): TOPSCORE

    LAFS.3.W.1.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

                         a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

                         b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

                         c. Use temporal words and phrases to signal event order.

                         d. Provide a sense of closure (DOK 3)

    LAFS.3.W.2.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

    (Grade-specific expectations for writing types are defined in standards 13 above.) (DOK 3)

    LAFS.3.W.2.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

    (Editing for conventions should demonstrate command of Language standards, 1-3 up to and including grade 3 on pages 28 and 29.) (DOK 3)

    Embedded Standards: The following standards should be embedded throughout your instructional delivery from unit to unit:

    Reading Comprehension Standards: LAFS.3.R.4.10

    Speaking and Listening Standards: LAFS.3.SL.1.1, LAFS.3.SL.1.2, LAFS.3.SL.1.3, LAFS.3.SL.2.4, LAFS.3.SL.2.5, LAFS.3.SL.2.6

    Writing Standards: LAFS.3.W.4.10

    3rd Grade Math - Quarter 4- We will be working on these standards:

     MAFS.3.MD.2.3- Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problemsusing information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets..

    MAFS.K12.M.P.4.1- Model with mathematics.Teachers should use math models appropriate for the focus of the lesson. Teachers should also encourage student use of developmentally and content-appropriate math models (e.g., variables, equations, coordinate grids). Remind students that a math model used to represent a problem’ssolution if a ‘work in progresssand may be revised as needed. Students will be able to solve problems in everyday life, apply what they know and show it in a mathematicalproblem. They will be able to choose a strategyto help them solve a problem: actout solutions, draw graphs, diagrams, charts, and tables.

    MAFS.K12.M.P.7.1- Look for and make use of structure-Teachers should engage students in discussions emphasizing relationships between particular topics within a content domain or across content domains. Recognize that the quantitative relationships modeled by operations and their properties remain important regardless of the operational focus of a lesson. Provide activities in which students demonstrate their flexibility in representing mathematics in a number of ways.Students will be able touse pictures to show numbers, understand and use vocabulary, and use patterns or structures to be able to see ways to show the same objective or meaning.

    Academic Vocabulary: bar graph, data, line plot, picture graph, scale, data set, frequency table, key, vertical bar graph, horizontal bar graph

    4th Grade Math Quarter 4- we will be working on these standards

    MAFS.4.MD.3.5- Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

                            a.An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of thecircular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

                            b.An angle that turns through none-degree angles is said to have an angle measure ofndegrees. (DOK 1)

    MAFS.4.MD.3.6- Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. (DOK 2)

    MAFS.4.MD.3.7- Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. (DOK 2)

    Academic Vocabulary: angle, degree, one-degree angle, protractor, ray, additive, decomposed