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During third grade, teachers capitalize upon students natural curiosity and their interest in the unfamiliar as geographic information is introduced regarding areas of the United States as well as
the world. Students in Grade 3 learn from concrete experiences and benefit from resources such as pictures, graphs; maps, globes, and information technology that help make abstractions more
concrete. Instruction of this nature plays a dual role in helping students learn not only to use these geographic tools, but also to learn in real and interesting ways about other people, places, and
cultures.
This year-long study focuses on skills necessary for students to organize information about people, places, and environments in a spatial context. Although all four content strands are interwoven
into instruction, the greatest emphasis is placed on the geography strand. Content expands upon geographic knowledge acquired by students from kindergarten through second grade to help
students establish a firm geographic foundation to build upon throughout life.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (the Standards) are the culmination of an extended, broad-
based effort to fulfill the charge issued by the states to create the next generation of K12 standards in order to help ensure that all students are college and career ready in literacy no later than
the end of high school. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must
learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career
readiness in multiple disciplines.
The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor
standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing
across a range of texts and classrooms.
Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be
college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be
able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately,
reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality, first-draft text
under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students
must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
The Instructional Pacing column provides the teacher with the expected schedule for teaching the standard.
The resources listed under Teaching Resources are a starting point for instruction; not a mandate limiting instructional materials. Teaching Resources reflect where lessons and other
supplemental materials for particular standards may be located. The change from textbook-driven to standards-based instruction is an important shift in the teaching paradigm. Professional
teacher judgment is a vital component for building resources to meet the needs of all students.
Understanding and appropriate use of vocabulary is essential to mastering standards, concepts, and integrating knowledge. The knowledge of words and word meanings is tantamount to
comprehension. As students get older, we expect them to read text that is more complex which means that the students vocabulary must expand and grow. The Fundamental Standards-Based
Academic Vocabulary is provided to establish a basic, not exhaustive, listing of terms that students must know and be able to use in order to master given standards. Vocabulary instruction
should include but not be limited only to those terms provided. Supplementary vocabulary should be addressed instructional based on student need.
The English Language Literacy for College and Career Readiness standards are to be integrated throughout the Third Grade content standards and methods of instructional delivery in social
studies. Literacy strategies and skills are applied as students acquire information and communicate their learning and understanding in social studies. Integration of literacy and social studies is
critical for student success. It is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies instruction; i.e. planning
for the literacy and social studies outcomes, differentiating, matching instruction to the learners, and in consideration of resources. The role of the teacher is to continually evaluate student
performance and examine instructional decisions to ensure that all students are meeting the desired learning outcomes. Thoughtful and effective planning throughout the school year is crucial for
student mastery of standards and writing opportunities should be included in all content areas. Reading Informational Text (RI) standards should not only be addressed in Reading, but in Science and
Social Studies as well. Literacy standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards but still need to serve as an
instructional focal point. The Supporting Literacy Standards provided in this document are meant to serve as the instructional foundation for lesson development. Teachers are encouraged to
incorporate additional Literacy Strategies and Skills that are aligned to the standards and best support instructional resources being utilized.
10. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]
11. Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]
13. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. [RI.3.4]
14. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]
15. Distinguish their own point of view from that of the author of a text. [RI.3.6]
16. 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). [RI.3.7]
17. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
18. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9]
19. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band
independently and proficiently. [RI.3.10]
Shifts in Literacy
Regular practice with complex text and its academic vocabulary
Reading, writing, and speaking grounded in evidence from text
Building knowledge through reading content-rich nonfiction
Literacy standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards. Once a literacy standard is introduced, it is understood that
the standard is continuously taught and/or reviewed throughout the entire school year (e.g., explicit instruction, learning centers, IXL, ScootPad, etc.). The Supporting Literacy Standards provided in
this document are meant to serve as the instructional foundation for lesson development. Teachers are encouraged to incorporate additional Literacy Standards, Strategies and Skills that are
aligned to the standards and best support instructional resources being utilized.
The guiding questions behind a curriculum or unit of study are those that address the underlying concepts. In social studies, guiding questions are particularly important because social studies is
by and large a conceptual discipline. Though students will, of course, learn specific facts about history and geography over the course of their educational career, the most abiding aspects of their
Third Grade pg. 5 2017-2018
social studies education will be the conceptual understanding they gain about how human society works and how different people interact with one another. The guiding questions provided in
this document by no means represent all of the questions that might underlie a social studies program, but they provide you a window into initial guiding questions related to standards-based
instruction. Teachers are encouraged to develop, introduce, and integrate additional questions, especially appropriate text dependent questions, as students delve deeper into conceptual learning.
Information provided in this document is based on the Alabama State Department of Educations Course of Study for Social Studies. Retrieved from:
http://www.alsde.edu/sec/sct/COS/2010%20Alabama%20Social%20Studies%20Course%20of%20Study.pdf
Supporting
Fundamental Guiding Questions Literacy
Alabama Course of Study Standards-Based & Skills & *Add and incorporate Text Dependent
Additional Teaching Resources Standards
Standards for Social Studies Academic I Can Statements Questions as directed by ANET and
* specify those
Vocabulary School Leadership Team
incorporated
Suggested: Topic: Maps and Globes
Instructional 1. Locate the prime meridian, equator, Tropic of Capricorn, https://jr.brainpop.com/socialstudies/geography/readingm Prime meridian Student are able to : What roles do lines of latitude Supporting
Pacing
1st Tropic of Cancer, International Date Line, and lines of aps/ Equator Use a map or globe to locate specific and longitude, cardinal and Literacy
Quarter latitude and longitude on maps and globes. Tropic of Capricorn geographical features. intermediate directions, and Standards
Using cardinal and intermediate directions to https://www.brainpop.com/socialstudies/geography/contin Tropic of Cancer Use cardinal and intermediate coordinates play in locating
locate on a map or globe an area in Alabama or entsoftheworld/ International Date Line directions. the prime meridian, the
the world Latitude Use labels, symbols and legends on a equator, Tropic of Cancer,
Using coordinates to locate points on a grid https://www.brainpop.com/socialstudies/worldhistory/grea Longitude map. International Date Line,
Determining distances between places on a map twallofchina/ Maps Use a map scale to determine distance. physical and cultural regions,
using a scale Thematic Maps Use geospatial technologies. and thematic information on
Locating physical and cultural regions using https://www.brainpop.com/socialstudies/geography/latitu Globes maps and globes?
Use geographical terms associated
labels, symbols, and legends on an Alabama or deandlongitude/ Scale
with maps and globes.
world map Megalopolis How have technological
https://jr.brainpop.com/socialstudies/geography/readingm Landlocked Locate coordinates on a grid. advancements such as
Describing the use of geospatial technologies
aps/ Border Interpret thematic maps. geospatial technologies
Examples:
Global Positioning System (GPS), Geographic Elevation I can use a map or globe to locate specific impacted the interpretation of
Information System (GIS) http://alex.state.al.us/learningasset_view.php?asset_id=103 Physical Regions geographical features. information found on thematic Accountability
Interpreting information on thematic maps 0 Geospatial Technologies maps?
Examples: Cultural Regions I can use cardinal and intermediate T:
population, vegetation, climate, growing http://alex.state.al.us/lesson_view.php?id=33851 Directions directions. A:
seasons, irrigation Cardinal I can use labels, symbols and legends on a %M:
Using vocabulary associated with maps and Quick Reads, B-2, Maps, pgs. 10-23 Intermediate map. R:
globes, including megalopolis, landlocked, border,
and elevation Studies Weekly First Grade I can use a map scale to determine distance.
Week 1: All About Maps; Week 2: The Amazing World of I can use geospatial technologies.
Maps; Week 3: Physical and Political Maps; Week 9: The
Eastern Hemisphere; Week 10: Achievements of Ancient I can use geographical terms associated
Civilizations with maps and globes.
I can locate coordinates on a grid.
http://alex.state.al.us/podcast_view.php?podcast_id=411
I can use interpret thematic maps.
http://alex.state.al.us/podcast_view.php?podcast_id=413
https://www2.ed.gov/policy/fund/guid/constitutionday.
html
http://www.cde.ca.gov/ci/hs/im/constitutionday.asp
http://www.cde.ca.gov/ci/hs/im/constdayresources.asp
http://alex.state.al.us/lesson_view.php?id=29911
In 2004, at the urging of the late Sen. Robert Byrd of West Virginia, Congress passed a law designating Sept. 17 as "Constitution Day and Citizenship Day." Fifty-two years later, Byrd's law
added two requirements: -- The head of every federal agency must provide each employee with "educational and training materials" concerning the Constitution; -- "Each educational institution
that receives Federal funds for a fiscal year shall hold an educational program" on the Constitution on Sept. 17 (if the date falls on a Saturday or Sunday, the observance shall beheld the
following week) each year. Federal mandates require that all grades, Kindergarten through twelfth grade, provide instruction, educational programs and professional development for Constitution
Day each year. To indicate compliance, MPS requires that documentation relating to this must be submitted to K. Atkins in the Office of Instructional Support by September 30 each year.