Reading/Language ARts: 3rd 9 Weeks
Please note that the pacing and order of these objectives is subject to change.
January/February
Reading – Drama/Poetry (MOY Assessments)
Writing – Letters/Poetry (MOY Assessments)
Reading:
The Student is expected to:
· analyze the similarities and differences between an original text and its dramatic adaptation. 5
· analyze how poets use sound effects to reinforce meaning in poems 4
· identify the author's use of similes and metaphors to produce imagery. 8
· explain how an author uses language to present information to influence what the reader thinks or does. 12
Writing/Grammar:
The Student is expected to:
· write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing 18B
· write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).16B
· use and understand the function of reflexive pronouns in the context of reading, writing, and speaking 20(A)(vi)
Word Study:
· Spell words with more advanced orthographic patterns and rules: (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es); (ii) irregular plurals (e.g., man/men, foot/feet, child/children); (iii) double consonants in middle of words; (iv) other ways to spell sh (e.g., -sion, -tion, -cian); and (v) silent letters (e.g., knee, wring); 22A
March
Reading –Persuasive/Myths (Part 1) – Review All Standards
Writing –Persuasive – Review All Standards
Reading:
The Student is expected to:
· explain how an author uses language to present information to influence what the reader thinks or does. 12
· describe the phenomena explained in origin myths from various cultures. 3B
Writing/Grammar:
The Student is expected to:
· write persuasive essays for appropriate audiences that establish a position and use supporting details 19
Word Study:
· Spell words with more advanced orthographic patterns and rules: (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es); (ii) irregular plurals (e.g., man/men, foot/feet, child/children); (iii) double consonants in middle of words; (iv) other ways to spell sh (e.g., -sion, -tion, -cian); and (v) silent letters (e.g., knee, wring); 22A