Grade+3+ELA+Curriculum+Map

(Week 1, 7 Weeks) || * They are active participants in a learning community.
 * Theme 1: School Days
 * Oral communication through a variety of media increases listening and understanding in all academic areas.
 * Listeners recognize that the purpose of reading aloud may be to inform or to entertain.
 * Letter and word patterns, root words, suffixes, and plural nouns affect the meaning of words.
 * Reading and writing work together. Through reading we construct meaning, and through writing we express it.
 * Biographies give information about a person.
 * Readers can use the titles, table of contents, and chapter headings to locate information.
 * Readers use graphic organizers as one way to identify, note, and summarize the character and setting.
 * Readers make connections between texts and personal experiences to promote understanding.
 * Readers locate information quickly and accurately by previewing text.
 * Readers know accuracy, expression, and reading rate are indicators of reading fluency.
 * Readers make self-corrections while reading to improve fluency.
 * Readers discover word meaning from the context surrounding an unknown word and the interaction with the word.
 * The characters and the setting in realistic fiction are like people and places in real life.
 * Readers know that actions and word clues build the character and setting of the story.
 * Writers use the stages of writing to enhance their written communication.
 * Writers use an organizational pattern and the stages of writing to make the writing appropriate for their audience.
 * Writers use many writing conventions to make communication effective.
 * Sensory words paint a word picture in a descriptive paragraph.
 * Writers publish their edited writng to domonstrate effective communication. || * What is my role in a reading and writing community?
 * What are habits of good readers and writers?
 * How are reading, writing, listening, and speaking connected?
 * How can reading narrative works help us to explore and understand our world?
 * How do listening skills affect our ability to respond?
 * Why do listening skills affect our ability to respond?
 * How do listeners know the purpose of a read-aloud?
 * Why does expanding our vocabulary enhance our reading competency?
 * What does it mean to be a critical reader?
 * How do readers locate information in a book?
 * Why do readers use letter-sound patterns to pronounce and spell words?
 * How do readers use endings to pronounce and spell words?
 * How do readers improve their fluency?
 * Why should we read with fluency and expression?
 * Why does a reader self-correct?
 * How do readers discover the meaning of an unkown word?
 * How do readers gain meaning of an unknown word?
 * How do readers identify the character and the setting?
 * How do readers examine connections between text and personal experiences?
 * How do readers use -s and -es?
 * What is narrative writing?
 * How can we be sure our audience understands what we write?
 * Why do we need to use steps in the writing process?
 * How can we use the writing process to communicate?
 * How does a reader recognize a sentence type?
 * What are elements of a good story?
 * How do author's develop setting, character, and plot?
 * Why do writers use writing conventions?
 * Why does a writer use sensory words?
 * Why do writers use the stages of writing?
 * Why does a writer ask questions?
 * How do writers make their writing clear?
 * How do writers use the stages of writing to create a well-organized narrative biography?
 * Why do authors use illustrations when presenting information in a book? || * Basic elements of a narrative: setting, plot, characters, problem, solution
 * The stages of the writing process
 * Narrative writing
 * Organization of a personal narrative: Beginning, middle, and end
 * Biography
 * Locating information
 * Context Clues
 * Reading Rate and accuracy
 * Using prior knowledge
 * Short vowels
 * Diagraphs: //ee, ea, ai, ay, oa, ow//
 * CVC patterns
 * Complete and incomplete sentences
 * Subject and predicates
 * Capitalization and punctuation
 * Dictionaries

Storytown Resources Wonder Writers, Grade 3, Rigby Literacy Rigby Literacy Teacher's Guide, Grade 3 Author Study: Alan Say, NCEE Leveled readers, Storytown, Rigby Literacy and others Georgia Department of Education Website Florida Center for Reading Research Website (student center activities, interventions for struggling readers) || (Week 7, 3 Weeks) ||  ||   ||   ||   || (Week 8, 6 Weeks) || **Lesson 6**:
 * Endings: //-ed, -ing//
 * Plurals: -s, -es
 * How fluent reading sounds
 * Self-correcting
 * Rereading with accuracy and fluency
 * Basic phonics skills
 * Complete and incomplete sentence structures
 * Punctuating sentences
 * Correct capitilization
 * Subject-Verb agreement
 * Cursive writing
 * Alphabetical order
 * Endings: -ed, -ing
 * Digraphs: ee, ea, ai, ay, oa, ow
 * Plurals with -s, -es || Storytown Teacher's Guide, Grade 3, Theme 1
 * Writing Prompt
 * Together We Can 2010 - 2011
 * **Reader’s use prior knowledge to make a judgment about a** **story and word clues to understand the difference between** **facts and opinions.**

· Readers listen to discussions to accurately summarize information. · Listeners know that the purpose of a read-aloud is to either inform or entertain. · Readers recognize that compound words are made of two words joined together. · Readers distinguish that facts can be proved and opinions are feelingsthat cannot be proved in historical fiction. · Readers use expression, phrasing and pacing to make poetry enjoyable for their audience. · Readers discover word meaning from the context surrounding an unknown word while interacting with the word. · Readers know that the words and, but //and// or combine two sentences for effective communication. · Descriptive words, details, and purpose give strength to a character sketch.


 * Lesson 7: Non fiction text uses facts to prove things and opinions to e****xpress feelings.**

·Good listeners accurately summarize the information from a discussion. ·Listeners develop and enjoyment of nonfiction literature when it is read aloud. · Readers use the consonant diagraphs //ch//, //tch//, //sh//, and //wh// to read and spell words. · Readers organize facts to summarize and defend an opinion. · Readers know expression in phrasing of the words is an indicator of reading fluency. · Readers discover word meaning from the context surrounding an unknown word while interacting with the word. · Writers identify and use nouns ( person, place, or thing) correctly in speaking and writing. · Writers use an organizational pattern and the stages of writing to make the writing appropriate for their audience.

· Oral communication requires that students listen and respond appropriately to peers · Listeners know that the purpose of read-aloud is to either inform or entertain Readers apply letter-sound knowledge of the diphthongs ou,ow, oi, and oy ( two vowels, one sound) to read and spell words. · Readers use a graphic organizer to organize the main idea and supporting details to clarify the information in a nonfiction selection. ·Readers use punctuation to determine the type of expression to use. · Readers discover word meaning from the context surrounding an unknown word while interacting with the word. · Writers shorten spellings of commonly use words by using abbreviations with appropriate capitalization. · Vivid, precise words and details give strength to a descriptive paragraph.
 * Lesson 8:** **Nonfiction text contains main ideas and details that help a** **reader to** **read all information.**


 * Lesson 9:** A folktale has a main event and details that help a reader recall the lesson.

· Oral communication requires that students listen and respond appropriately to peers and adults. · Students listen to a read-aloud for different purposes, such as to be informed or entertained. · Readers use letter-sound knowledge of the consonant blends //str//, //scr//, and //spr// to identify an unknown word. · Readers summarize or retell a folktale by organizing the main idea and details on a graphic organizer. · Readers make connections between texts and personal experiences to understand a legend. ·Readers watch for punctuation in a selection to determine the type of expression to use. ·Readers discover word meaning from the context surrounding an unknown word while interacting with the word. ·Students use common and proper nouns to construct sentences correctly. ·Writers use the stage of writing to choose words and details that shapeperceptions in a paragraph. ·
 * Lesson 10:** **Facts can be proven and opinions express feelings.**

· Oral communication requires that students listen and respond appropriately to peers and adults. · Students develop an ear for fluent reading while listening to poetry read aloud. · Readers use letter-sound relationships and word patterns to read and spell words quickly and accurately. · Readers know that facts can be proven and that opinions are feelings in fiction and nonfiction selections. ·Readers identify the main idea and supporting details to better understand a selection. ·Readers use expression and pacing to make dramatic presentations enjoyable for the audience. ·Readers gain word meaning from the context surrounding an unknown word while interacting with the word. ·Writers use nouns and abbreviations in sentence to communicate meaning effectively. · Writers publish their edited writing to demonstrate effective communication. || **Lesson 6**: How can readers tell the difference between a fact and an opinion? **Lesson 7** Historical Fiction Timelines Compound Words Fact and Opinion Monitoring Comprehension by Rereading Synonyms and Antonyms Fluency- Phrasing Simple and Compound Sentences Character Sketch
 * How do listening skills affect our ability to summarize a selection?
 * How do readers know the purpose of a read-aloud?
 * How does a reader recognize a compound word?
 * How does a reader know the difference between a fact and an opinion?
 * Why do readers use phrasing when reading?
 * How do readers discover the meaning of a new word?
 * How do readers recognize a compound sentence?
 * Why does a writer use descriptive words and details in a character sketch.
 * How do readers know if a statement is a fact or an opinion?
 * How do listening skills affect our ability to summarize?
 * Why does a read-aloud help the student?
 * Why is it important for readers to understand consonant digraphs?
 * How does a reader defend an opinion?
 * Why do readers use phrasing when reading?
 * How does a reader discover the meaning of a new word?
 * Why do writers use common and proper nouns?
 * How do writers use the stages of writing to create a how-to paragraph?
 * Lesson 8**
 * Why do listening skills affect our ability to respond orally or in written format?
 * How do readers know the purpose of a read-aloud?
 * How do readers use letter-sound knowledge in reading and spelling?
 * Why do readers locate the main idea and supporting details?
 * Why do readers make connections between texts and personal experiences?
 * How do students improve fluency in reading?
 * How do readers discover meaning of an unknown word?
 * Why do students use common and proper nouns?
 * Why does a writer choose words carefully?
 * **Lesson 9**
 * Why does recognizing the main idea and details help a reader to understand the lesson in a folktale?
 * Why do listening skills affect our ability to respond orally or in written format?
 * How do readers know the purpose of a read-aloud?
 * How do readers use letter-sound knowledge in reading and spelling?
 * Why do readers use letter-sound knowledge in reading and spelling?
 * Why do readers locate the main idea and supporting ideas?
 * Why do readers make connections between texts and personal experiences?
 * How do students improve fluency in reading?
 * How do readers discover meaning of an unknown word?
 * Why do students use common and proper nouns?
 * Why does a writer choose words carefully?
 * Lesson 10**
 * How do readers know the difference between facts and opinions?
 * How do listening skills affect our ability to respond orally or in writing?
 * Why do students listen to a read-aloud?
 * Why do readers use letter-sound and word patterns?
 * How do readers use letter-sound and word patterns?
 * How do readers know the difference between fact and opinion?
 * Why do readers identify the main idea and supporting details of a selection?
 * Why do readers use pacing when reading?
 * How do readers gain meaning of an unknown word?
 * Why do readers gain meaning of an unknown word?
 * Why do writers use nouns and abbreviations?
 * Why do writers publish their writing? || ** Lesson 6: **

**Lesson 7** Nonfiction Poetry Consonant Digraphs - /ch/ ch, tch; /sh/ sh, ch; /(h) w/wh Fact and Opinion (Review) Synonyms and Antonyms ( Review) Phrasing ( Review) Common and Proper Nouns How- To Paragraph

**Lesson 8** Photo Essay Expository Nonfiction Main Ideas and Details Summarizing Using Reference Sources Singular and Plural Nouns

**Lesson 9** Folktales Consonant Blends- str, scr, spr Singular and Plural Nouns

Theme Project: Community Flow Chart

**Science Connections** Habitats in Georgia (Science Textbook) || **Follow this link to numerous resources for teaching this unit:** http://www.georgiastandards.org/elaframework.aspx#lessonplans Storytown Teacher's Edition, Grade 3, Theme 2 Storytown Resources Leveled Readers- Rigby Literacy; National Geographic; others //Wonder Writers// GPS Gold Coach Rigby Literacy teacher's guides //Great Source Interactive Grammar// //http:/www.eduplace.com/graphicorganizer/// || (Week 14, 5 Weeks) || **Big Ideas** Lesson 11 The plot of realistic fiction is based on the solution of a problem. Lesson 12 Characters in realistic fiction find solutions to their problems. Lesson 13 The author has a purpose for writing a selection. Lesson 14 The author of expository nonfiction may have more than one purpose for writing the selection. Lesson 15 Advice column are a type of writing used to convey facts and opinions.
 * Theme 3: As We Grow

Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Storytown Resources Leveled Readers: Rigby Literacy, book room resources Rigby Literacy Teacher's guide //Wonder Writers// //Write Source Interactive Grammar// Georgia Grade 3 Writing Assessment, rubrics and sample papers Georgia Department of Education website || (Week 19, 5 Weeks) || **Big Ideas** Lesson 16 Characters in a fairy tale can be compared with and contrasted to real life characters.
 * Enduring Understandings**
 * Readers know that solving the problem determines the plot of the story.
 * Oral communication requires that students listen and respond appropriately to peers and adults.
 * Listeners recognize that the purpose of a read-aloud is to either inform or entertain.
 * The final //-le// syllable in a word determines the vowel sound that comes before it.
 * Readers use a graphic organizer to organize the plot (the problem, important events, and solution) of a realistic fiction story.
 * Readers make connections between texts and personally experiences to promote understanding.
 * Readers know that expression in their voice is an indicator of reading fluency.
 * Readers discover word meaning from the context surrounding an unknown word while interacting with the word.
 * Readers look for an apostrophe at the end of a possessive noun to show ownership in speech and writing.
 * Writers use an organizational pattern and the stages of writing to make the writing appropriate for their audience.
 * Readers know characters in the story solve the problem to develop the plot.
 * Oral communication requires that students listen and respond appropriately to peers and adults.
 * Students listen to a read-aloud for different purposes, such as to be informed or to be entertained.
 * Readers recognize silent-letter combinations //kn//, //gn//, and //wr// to read and spell words.
 * Readers use a graphic organizer to organize information about the plot ( the problem, important events, and solution) of a realistic fiction story.
 * Readers know that expression in their voice is an indicator of reading fluency.
 * Readers discover word meaning from the context surrounding an unknown word while interacting with the word.
 * Readers recognize that a pronoun takes the place of a noun in effective communication.
 * Writers use an organizational pattern and the stages of writing to make the writing appropriate for their audience.
 * Readers know that identifying an author's purpose, to entertain, persuade, or inform, gives understanding to the selection.
 * Oral communication requires listening and responding appropriately to peers and adults.
 * Students listen to a read-aloud for different purposes, such as to be informed or to be entertained.
 * Students listen to a read-aloud for different purposes, such as to be informed or to be entertained.
 * Some consonants, such as //c// and //g// produce a soft sound when they are followed by //e// or //i.//
 * Authors write for different purposes: to inform, to entertain, or to persuade.
 * Readers know intonation in their voice is an indicator of reading fluency.
 * Readers gain word meaning from the context surrounding an unknown word while interacting with the word.
 * Pronouns take the place of nouns in effective communication.
 * Writers use an organizational pattern and the stages of writing to make the writing appropriate for their audience.
 * An author's purpose may be to entertain, to persuade, or to inform.
 * Oral communication requires that students listen and respond appropriately with peers and adults.
 * Students listen to a read-aloud for different purposes, such as to be informed, entertained or persuaded.
 * Readers divide words into smaller parts or syllables by recognizing the rhythm and beat of words.
 * Nonfiction authors write for different purposes: to inform, to persuade, and sometimes to entertain.
 * Readers know using intonation in their voice is an indicator of reading fluency.
 * Readers discover word meaning from the context surrounding an unknown word while interacting with the word.
 * Pronouns take the place of nouns (antecedents) in effective communication.
 * Writers use an organizational pattern and the stages of writing to make their writing appropriate for their audience.
 * Advice columns are a type of writing used to convey facts and opinions.
 * Oral communication requires listening and responding appropriately to peers and adults.
 * Students listen to a read-aloud for different purposes, such as to be informed or to be entertained.
 * Syllable patterns divide words into smaller parts for pronunciation and spelling.
 * Readers identify the plot ( the problem of the story and its solution) to retell the story.
 * Authors write for different purposes: to inform, to entertain, or to persuade.
 * Readers know that expression and intonation in their voice is an indicator of reading fluency.
 * Readers discover word meaning from the context surrounding an unknown word while interacting with the word.
 * Possessive nouns show ownership in speech and writing.
 * Pronouns take the place of nouns in effective communication.
 * Writers publish their edited writing to produce a selection appropriate for their audience. || **Lesson 11**
 * How do problems and solutions develop the plot?
 * Why do students listen to a read-aloud?
 * Why does a reader use the final //-le// of a word?
 * How do readers identify the plot of a story?
 * Why do readers make connections between texts and personal experiences?
 * How do readers improve their fluency?
 * How does a reader discover meaning of an unknown word?
 * How do students identify possessive nouns?
 * How do writers use the stages of writing to create a comparative paragraph?
 * Lesson 12**
 * How do characters and their solutions affect the plot?
 * How do listening skills affect our ability to respond?
 * How does a reader use the silent letters in a word?
 * How do readers identify the plot of a story?
 * How do readers their fluency?
 * How does a reader discover meaning of a unknown word?
 * How does a reader recognize a pronoun?
 * How do writers use the stages of writing to create a realistic story?
 * Lesson 13**
 * Why do readers need to recognize the author's purpose
 * Why do listening skills affect our ability to respond orally or in writing?
 * Why do students listen to a read-aloud?
 * Why do some works with //c// or //g// have soft sounds?
 * How do students recognize the author's purpose?
 * Why do readers use intonation in their voices?
 * How do readers discover the meaning of an unknown word?
 * How does a reader recognize a pronoun?
 * How do writers use the stages of writing to create an explanation paragraph?
 * Lesson 14**
 * How does the reader know the author's purpose or purposes?
 * Why do listening skills affect speaking and writing?
 * How do readers identify syllable patterns?
 * How do students recognize the author's purpose in non fiction?
 * Why do readers use intonation in their voices?
 * How does a reader discover the meaning of an unknown word?
 * Why do writers use pronouns?
 * How do writer use the stages of the writing to create a cause-and effect paragraph?
 * Lesson 15**
 * How does the reader identify facts and opinions?
 * Why do listening skills affect speaking and writing?
 * Why do students listen to a read-aloud?
 * Why do students identify syllable patterns?
 * How do readers recognize the plot?
 * How do readers recognize the author's purpose?
 * How do readers improve their reading fluency?
 * How does a reader discover the meaning of an unknown word?
 * Why do student use possessive nouns?
 * How does a reader use a pronoun?
 * Why do writers use the stages of writing? || * Understands the characteristics of the expository genre
 * Identifies and uses common and proper nouns
 * Identifies and uses singular and plural nouns
 * Understands cause and effect
 * Open and closed syllable patterns
 * Identifies and infers meaning from common prefixes: re-, un-, non-
 * The difference between fact and opinion.
 * The rules of capitalization and punctuation.
 * How to identify and use personal and possessive pronouns
 * Organization is important for effective expository writing.
 * The different literary elements used in poetry. || Storytown Teacher's Guide, Grade 3, Theme 3
 * Theme 4: Tales to Tell

Lesson 17 Graphic organizers help to compare and contrast the characters in a play.

Lesson 18 Historical fiction has a message, also known as a theme.

Lesson 19 The theme of a folktale teaches a lesson.

Lesson 20 A Readers'Theater selection can be used to compare and contrast a theme.

Storytown Resources Leveled readers: Rigby Literacy and others //Wonder Writers// //Word Study-// Fountas and Pinnell Georgia Grade 3 Writing Assessment, rubrics and sample papers //Great Source Interactive Grammar// Georgia Department of Education website || (Week 24, 6 Weeks) ||  ||   ||   || Storytown Teacher's Guide, Grade 3, Theme 5 Storytown Resources Leveled Readers: Rigby Literacy, book room resources Rigby Literacy Teacher's guide //Wonder Writers// //Write Source Interactive Grammar// Georgia Grade 3 Writing Assessment, rubrics and sample papers Georgia Department of Education website || (Week 30, 6 Weeks) || * Readers use hints or clues that make it possible to "read between the lines" to make inferences about a story. Storytown Resources Leveled Readers: Rigby Literacy, book room resources Rigby Literacy Teacher's guide //Wonder Writers// //Write Source Interactive Grammar// Georgia Grade 3 Writing Assessment, rubrics and sample papers Georgia Department of Education website || Atlas Version 7.1.1P © Rubicon International 2010. All rights reserved Back
 * Enduring Understandings**
 * Lesson 16**
 * Clue words such as //same//, //both,// //like//, //however//, //unlike// and //but// are used when comparing and contrasting.
 * Oral communication requires listening and responding appropriately with peers and adults.
 * Students listen to a read-aloud for different purposes, such as to be informed or to be entertained.
 * An r-controlled spelling pattern determines the vowel sound in the pronunciation and spelling of a word.
 * Readers use questions and clue words to compare and contrast the likenesses and differences of a story.
 * Reading at the appropriate speed for accuracy is an indicator of reading fluency.
 * Readers discover word meaning from the context surrounding the unknown word while interacting with the word.
 * Writers use adjectives to describe nouns in effective communication.
 * Writer use an organizational pattern and the stages of writing to make the writing appropriate for their audience.
 * As we develop more complex reading skills, we become increasingly independent and critical readers.
 * We need to guide our listeners to understand what we are communicating.
 * Characters in a fairy tale can be compared with and contrasted to real life characters.
 * Historical fiction has a message also known as a theme.
 * A story's theme, stated or unstated, is based on the setting, the character's actions, and the events of the story.
 * The theme of a folktale teaches us a lesson.
 * An r-controlled spelling pattern determines the vowel sound in the pronunciation and spelling of a word.
 * Prefixes and suffixes affect the meaning of a root work in effective communication.
 * Readers ask questions and use clue words to compare and contrast the likeness and differences of a story
 * Readers make judgements and inferences about the characters and events to identify the theme.
 * Readers know phrasing and speed of reading are indicators of fluency.
 * Readers discover word meaning from the context surrounding the unknown word while interacting with the word.
 * Effective writers use complex sentence structures.
 * Effective writers write sentences with correct subject/verb agreement.
 * Writers use adjectives and verbs to communicate effectively.
 * Writers publish their edited writing to demonstrate effective communication || * How can we tell when we are becoming independent and critical readers?
 * How can we publish our writing? Why is publication a significant part of the writing process?
 * Why do listening skills affect speaking and writing?
 * How do listening skills affect our ability to respond?
 * Why do readers use r-controlled spelling patterns?
 * Why do readers compare and contrast characters and settings?
 * How does a reader use clue words to compare and contrast the characters?
 * Why are compare and contrast organizational structures effective for understanding plays?
 * Why do readers read at the appropriate speed?
 * How do readers discover the meaning of a new word?
 * How do readers know the meaning of a new word?
 * How does a reader identify the theme of a story?
 * How do readers examine connections between text and personal experiences?
 * How do the characters in a folktale teach a lesson?
 * How do readers use a graphic organizer to compare and contrast?
 * Why do readers watch for punctuation?
 * Why does a student use subject-verb agreement?
 * How does the form of a subject affect the verb of a sentence?
 * What is a theme?
 * Why do writers use adjectives?
 * How do writers use the stages of writing to create story dialogue?
 * Why does a writer use articles correctly?
 * Why do writers publish their completed work? || * Monitoring comprehension-reading ahead
 * Compare/Contrast (using clue words-//same, both, like, however, unlike,// and //but)//
 * Adjectives that compare
 * Action Verbs
 * Fairy tales
 * Story Dialogue
 * Voice
 * Story Structure
 * Theme
 * Plot
 * Subject/verb agreement and complex sentence structure.
 * Suffixes: //-er, -est, -ly, -ful//
 * Prefixes: //un-, re-, dis-//
 * r-controlled spelling patterns: //or, ore, our, oar, ar, er, ir, ur, or, ear//
 * Using context clues to determine word meaning
 * Using articles-//the, an, a//
 * Phrasing || Storytown Teacher's Guide, Grade 3, Level 4
 * Theme 5: A Place for All
 * Theme 6: Discoveries
 * Suffixes affect the pronunciation and spelling of a root word as well as the meaning of the word.
 * Asking questions to make inferences from the facts gives readers a deeper understanding of the text.
 * Students use punctuation in a selection as a guide for fluency.
 * Writers use subject-verb (irregular) agreement in sentences to communicate effectively.
 * Writers use an organizational pattern and stages of writing to make the writing appropriate for their audience.
 * Expository nonfiction includes information that helps a reader make inferences about the topic.
 * Asking questions to make inferences with explicit and implicit facts gives the reader a deeper understanding of the text and personal expreiences.
 * Readers can predict what will happen in a story by using information they already know and recalling details from the story.
 * Realistic fiction presents fictional text as if it really occurred. || * How does a reader use suffixes?
 * Why do readers use the V/V pattern?
 * Why do readers make inferences?
 * Why does a reader ask questions to make inferences?
 * How do readers make predictions?
 * How do the cause-and-effect relationships of a topic help readers make predictions?
 * How does reading ahead help a reader to solve unknown words?
 * How do students improve their fluency?
 * How do readers discover word meaning?
 * Why does a writer use subject-verb agreement?
 * Why do writers use adverbs?
 * Why do writers use contractions? || * Making inferences
 * Making predictions
 * Asking questions
 * Using prior knowledge
 * Compare/Contrast
 * Cause/Effect
 * Using media and technology to conduct research
 * Report writing
 * Words with suffixes //-tion, -sion, -able, -ible, -less, -ous//
 * Words with prefixes //bi-, non-, over//-
 * Reading punctuation
 * Using intonation while reading
 * Reading ahead
 * Considering word choice
 * How-to writing
 * V/V syllable pattern
 * Multiple meaning words
 * Irregular verbs
 * Homographs
 * Adverbs
 * Contractions (subject pronoun (ex. I'll, negative verb ex. don't)
 * Capitalization
 * Commas
 * Punctuating Titles
 * Organizing ideas
 * Adding details to an event in writing
 * Elements of a fables
 * Elements of a biography
 * Retelling || Storytown Teacher's Guide, Grade 3, Theme 6