Rutherford Public Schools Grade 3 English Language Arts Curriculum 2017 .
English Language Arts Grade 31RUTHERFORD PUBLIC SCHOOLSGRADE 3ENGLISH LANGUAGE ARTSCURRICULUM2017Approved by the Rutherford Board of EducationJune 9, 2014Revision Approved by the RBOE: June 15, 2015Revision Approved by the RBOE: January 25, 2016Revision to Remove CCSS and Replace with NJSLS - Approved by the RBOE: November 14, 2016
English Language Arts Grade 32INTRODUCTIONThis curriculum affords students interdisciplinary opportunities to become proficient in speaking, listening,writing, and viewing. Students are encouraged to recognize that what they hear, write, and view contribute tothe content and quality of their oral and written language. Instruction will be provided to enable effectivelisteners to restate, interpret, respond to, and evaluate what they hear. Strategies will be implemented thatenable students to vary forms, style, and conventions in order to write for different audiences, contexts, andpurposes. Students will become fluent readers who construct meaning through text. Success in school and theworkplace requires that individuals know how to read, interpret, and synthesize information. To that end, thiscourse of study includes multiple exposures to critical skills, strategies, and instructional techniques necessaryto meet these goals. In addition, this curriculum recognizes that reading, writing, listening, and speaking areinterconnected areas of English language arts. The ultimate goal of the reading curriculum is to produce readerswho are thoughtful and purposeful. The language arts are interdependent processes that enrich each other andculminate in an integrated act of learning and knowing. In following the curriculum, students will prepare forstate-mandated standardized tests.NEW JERSEY STUDENT LEARNING STANDARDSThe New Jersey Student Learning Standards define general, cross-disciplinary literacy expectations that must bemet for students to be prepared to enter college and workforce training programs ready to succeed. The K–12grade-specific standards define end-of-year expectations and a cumulative progression designed to enablestudents to meet college and career readiness expectations no later than the end of high school.Students advancing through the grades are expected to meet each year’s grade-specific standards, retain orfurther develop skills and understandings mastered in preceding grades, and work steadily toward meeting themore general expectations described by the standards.The NJSLS may be viewed here: RSE OUTLINE Grammar, Usage, and Mechanicso Sentence Structure§ Capital letters§ Punctuation§ Fragments vs. complete thoughts§ Four types of sentences§ Subjects and predicates§ Run-on sentenceso Nouns/Pronouns§ Person, place, thing, animal, idea§ Common and proper§ Singular and plural for spelling§ Singular and plural possessive§ Capitalization and punctuation for abbreviations and titles§ Contractions for pronounso Verbs§ Action, linking, helping
English Language Arts Grade 3oooo§ Correct form (past, present, future)§ Correct spelling of all tenses§ Irregular§ ContractionsAdjectives and Adverbs§ Usage of articles (a, an, the)§ Using adjectives to compare nouns§ Identifying adverbsPunctuation§ Commas Used in combining sentences Used in a series Used with introductory words§ Quotation marks§ Conversational punctuationSpelling§ Sound and letter patterns Vowels/consonants Vowel/consonant combinationso Vowel combinationso R-controlled vowelso Double consonants Silent letters§ Basic rules Words ending in “y” One syllable, one vowel, one ending consonant Silent “e”§ Structure of words Prefixes Suffixes Compound words Contractions Plurals PossessivesStudy Skills§ Dictionary skills Alphabetical order Guide words Entry words Definitions Syllabication Pronunciation§ Research skills Encyclopedia Computer Parts of a book3
English Language Arts Grade 3 o Table of contentso IndexNote takingPhonicso Decoding§ Consonant§ Vowelso Consonant Blendso Silent Soundso Compound Wordso Inflected Endingso Prefixeso SuffixesStory Elementso Setting§ when§ whereo Character§ main and supporting characters.§ feelings and role(s) of character(s).§ character traits.o Plot§ problem/solution.§ rising action, climax and resolutiono Theme§ central idea.§ theme and real-life experiencesLiterary Focus (9.1.4.D.1)o Fiction§ animal fantasy§ drama/play§ fantasy§ historical§ humorous§ realistic§ science§ traditional stories§ (e.g., fable, fairy tale, folk tale, tall tale, legend, myth)§ picture booko Nonfiction§ almanac entry§ biography/autobiography§ encyclopedia article§ expository article§ how-to article§ Internet article§ magazine article§ narrative writing4
English Language Arts Grade 3 § newspaper article§ personal essay§ photo essay§ poetry§ songVocabularyo Context Clues§ picture clues§ synonyms and antonyms§ homonyms, homophones, homographs§ multiple-meaning wordso Development§ word structure§ listening and discussing§ reading read aloud guided independent shared§ defining and identifying meaning of vocabulary§ inferring meaning from roots, prefixes, and suffixeso Phonological Awareness§ decoding§ blends, digraphs, diphthongs§ word families and word patternsFluencyo Oral Reading§ read alouda. inflection b. intonation c. style d. phrasing e. punctuation§ self-correction of errorso Silent Reading§ comprehension of longer text§ independent reading of longer textReading Strategieso Predictionso Purposeo Context clues, decoding, and vocabulary building strategieso Story Events§ recalling§ sequencingo Graphic OrganizersComprehension Skillso Author’s purpose of the text (persuading, informing, entertaining, instructing)5
English Language Arts Grade 3 6o Cause/effect, fact/opinion, realism/fantasy, and main ideas/supporting detailo Inference (for information not directly stated)o Prediction and self-monitor of text for prior knowledgeo Ways to respond to text (speaking, writing, illustrating, dramatizations, and oral presentation)o Identification and summarization of the main ideao Different purposes (enjoyment, information, problem solving)Inquiryo Research§ gather information§ discuss new topics§ develop grade level appropriate questions to explore a topic§ draw conclusions from data and personal experienceso Discussion§ work cooperatively with group members§ stick to topic and main idea§ contribute to group discussions§ use topic appropriate vocabulary to support ideas§ 5. respond appropriately to questions, directions, text read aloud, andoral presentationsConcepts About Print/Media Formo Specific information (newspaper, magazines, books, reference sources).o Real-life connections to mediaPROFICIENCY LEVELSThis curriculum is appropriate for all students in grade 3.METHODS OF ASSESSMENTStudent progress and achievements are assessed through a variety of formal and informal methods ofassessment that include, but are not limited to, the following items: Formalo DRA§ The teacher, at her/his discretion, will either perform a Progress Monitor or a DRA oneach student in the last 4 weeks leading up to the end of the 1st Trimester in December.§ Teachers will perform a DRA assessment on all students in the last four weeks leading upto the end of the 2nd Trimester in March.§ Teachers will perform a DRA assessment on all students in the last four weeks leading upto the end of the 3rd Trimester in June.o Published testso Teacher-made testso Individual student writing portfolioso Homeworko Class worko Class participationo Projectso Reading Open-ended Scoring Rubric
English Language Arts Grade 3 o Standardized testso Standardized test reading and writing rubricsInformalo Teacher observationo Peer evaluationo Teacher/student feedbacko Class discussiono Self, peer, teacher collaborative feedbacko Portfolioso Group/individual reportso Activity sheets/workbooks (publisher/teacher-made)o Supplemental activities.Teacher/Curriculum Assessment will be conducted according to the following statement:o The subject teacher(s) and the English Language Arts supervisor will be in contact throughoutthe academic year concerning curriculum assessment. Teachers are encouraged to makesuggestions for improving and changing the curriculum. The supervisor will also request anannual meeting to solicit suggestions for modifications and changes, especially in regard tomeeting state approved standards.GROUPINGEnglish Language Arts Grade 3 classes are heterogeneously grouped, self-contained classes; therefore, no levelplacement criteria apply to this course of study. Reading groups may be heterogeneously grouped by ability atthe discretion of the teacher.ARTICULATION/SCOPE AND SEQUENCE/TIME FRAMEEnglish Language Arts Grade 3 is a full-year course.RESOURCES Speakerso Teachers are encouraged to contact community groups, parents and organizations to obtainspeakers to enhance the curriculum with the approval of the administration.Referenceso Teachers may contact the English Language Arts Department office and the school and locallibrary for additional resources. Nearby colleges and organizations may also be utilized asreference resources.Technologyo Use of technology will conform to the following New Jersey Core Curriculum ContentStandards: (8.1.4.A.1) (8.1.4.A.2) (8.1.4.A.3) (8.1.4.A.4) (8.1.4.A.5) (8.1.4.B.1) (8.1.4.D.1)(8.1.4.E.1) (8.1.4.F.1) (8.2.4.A.1) (8.2.4.B.4)o Students shall use computers to complete research and for word processing. Teachers shall useappropriate technology to enhance lessons. Students shall use computers for independentpractice of developing skills and as part of the writing process.Supplies and Materialso Grade 3 English Language Arts may require video/audio equipment for viewing and listening.Students may also require art supplies for project work.7
English Language Arts Grade 3 Textbookso Good Habits, Great Readers. 2012. Pearson Education, Inc.o Project Read. 2012. Language Circle Enterprises.o Developmental Reading Assessment , Second Edition (DRA 2) 2005, Pearson Education, Inc.o Ready, Curriculum Associates, 2016Supplemental Readingo Novels selected are based upon individual student’s reading levels.o Examples include:§ Stone Fox by John Reynolds Gardiner§ Ramona Quimby, Age 8 by Beverly Cleary§ The Miraculous Journey of Edward Tulane by Kate DeCamillo§ Kneeknock Rise by Natalie Babbitt§ Dear Mr. Henshaw by Beverly Cleary§ Summer Reading is Killing Me by Jon Sciezka§ Because of Winn-Dixie by Kate DiCamillo§ How to Eat Fried Worms by Thomas Rockwell§ Freckle Juice by Judy Blumeo Additions and/or deletions to this list may be made periodically at teacher discretion withapproval of the principal(s) and/or the supervisor of English Language Arts.METHODOLOGIESA wide variety of methodologies will be used. The following are suggestions, not limitations, as to how theprogram may be implemented and facilitated. Codes refer to the New Jersey Core Curriculum ContentStandards for 21st Century Life and Careers – Career Ready Practices (2014). Cooperative learning groups CRP1, CRP4, CRP5, CRP6, CRP8, CRP9, CRP12 Differentiated instruction methods CRP2, CRP6, CRP8, CRP10 Workshop approach CRP1, CRP4, CRP5, CRP6, CRP8, CRP9, CRP12 Individual assignments CRP2, CRP4 Whole class instruction CRP2, CRP4 Small group instruction CRP1, CRP4, CRP5, CRP6, CRP8, CRP9, CRP12 Technology-aided instruction CRP2, CRP4, CRP8, CRP11 Peer-to-peer instruction CRP1, CRP4, CRP9, CRP12Career Ready Practices describe the career-ready skills that all educators in all content areas should seek todevelop in their students. They are practices that have been linked to increase college, career and life success.By end of grade 4, students will be able to: 9.2.4.A.1 – Identify reasons why people work, different types of work, and how work can help a personachieve personal and professional goals. 9.2.4.A.2 – Identify various life roles and civic and work-related activities in the school, home, andcommunity. 9.2.4.A.3 – Investigate both traditional and nontraditional careers and relate information to personal likesand dislikes. 9.2.4.A.4 – Explain why knowledge and skills acquired in the elementary grades lay the foundation forfuture academic and career success.8
English Language Arts Grade 3SUGGESTED INSTRUCTIONAL ACTIVITIESAfter reading required selections, students may create stories, journals, newspapers, or scrapbooks. Analogy fun - partners create analogies Animal report - research an animal by answering questions Biography Day Book fair Book reports (written, oral) Concept webs for main idea and supporting detail Conduct an interview Create an advertisement DEAR time (Drop Everything And Read) Echo reading KWL chart (nonfiction stories) Literature circles Plays (attend or perform) Preview and predict balloons - put clues to book inside balloons “Read All About It!”- find the 5W’s in a newspaper article Reflective journal Story boards (fiction stories) Story mapping Story sequence cards Theme-related projects Treasure hunt - use newspapers and magazines Vocabulary crossword puzzles Word Ladder - change letters in a word Write an autobiography Book reports Current events “Fishbowl” discussion Helping hand - 5W reinforcement Illustrate scene and name nouns Mini-white board activities Money words using adjectives Mystery adjective box Performance of student plays Portfolios Read, trace, write, and stamp spelling words Rewrite story endings Student generated sentence in three tenses “Traveling story” (pass along and add on) Unscramble spelling words Verb charades Write a menu Word sort to create sentences9
English Language Arts Grade 310DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDSDifferentiating instruction is a flexible process that includes the planning and design of instruction, how thatinstruction is delivered, and how student progress is measured. Teachers recognize that students can learn inmultiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning,teachers can maximize success for all students.Examples of Strategies and Practices that Support:Students with Disabilities Use of visual and multi-sensory formatsUse of assisted technologyUse of promptsModification of content and student productsTesting accommodationsAuthentic assessmentsGifted & Talented Students Adjusting the pace of lessonsCurriculum compactingInquiry-based instructionIndependent studyHigher-order thinking skillsInterest-based contentStudent-drivenReal-world problems and scenariosEnglish Language Learners Pre-teaching of vocabulary and conceptsVisual learning, including graphic organizersUse of cognates to increase comprehensionTeacher modelingPairing students with beginning English language skills with students who have more advanced Englishlanguage skillsScaffoldingo word wallso sentence frameso think-pair-shareo cooperative learning groupso teacher think-alouds
English Language Arts Grade 3INTERDISCIPLINARY CONNECTIONSThe English Language Arts Grade 3 curriculum has numerous possibilities for interdisciplinary connections.Reading and writing can be connected across the disciplines. Project and research report work that involveswriting can also be connected to all disciplines.PROFESSIONAL DEVELOPMENTTeachers will continue to improve their expertise by participating in a variety of professional developmentopportunities made available by the Board of Education and other organizations.11
English Language Arts Grade 3GRADE 3 HIGH FREQUENCY WORD upon
English Language Arts Grade 313COMMON WRITING TERMINOLOGYTermWriting Creating Final DraftMeaningGathering IdeasWriting a DraftRevising for ContentEditing for GrammarProducing Final ProductProducing Final ProductWriting TermsIntroductionHookThesis StatementBody Paragraph(s)Topic SentenceEvidenceClosing SentenceCall to ActionConclusionExpositionConflictRising ActionClimaxFalling ActionResolutionIntroductory Paragraph/StatementAttention GrabberStatement of PurposeReasoning Paragraph(s)Introduction of Paragraph-Specific ContentSupporting DetailsConclusion of Paragraph-Specific ContentWhat Should the Reader Do?Concluding ParagraphBackground/Characters/ SettingInternal and/or ExternalThe events that lead to the climaxThe pinnacle momentThe events that lead to the resolutionThe final outcomeWriting ativeResearchGrades K – 5Grades 6 – 12Grades K – 12Grades K – 12Grades K – 12
English Language Arts Grade 314COMMON EDITING se upXXXXXXXXXXCaretXXXXXXXXXXInsert a spaceXXXXXXXXXXTransposeXXXXXXXXXXBegin a new paragraphhereXXXXXXXXDon’t begin a newparagraph hereXXXXXXXXSet in capitalsXXXXXXXXXXSet in XXXXXXXXXXXXXXAdd commaAdd apostropheAdd periodXXAdd quotation marksCheck SpellingXAwkward phrasing orword choiceFragmentXXXXXXXXRun on sentenceXXXXXXXXSubject verb agreementXXXXXXXX
English Language Arts Grade 315GRAMMAR AND CONVENTIONS SCOPE AND SEQUENCESkills By Grade LevelCapitalizationDays of the WeekFirst Letter of a SentenceFirst Letter of First, Middle and Last NamesGeographic PlacesHolidaysIn DialogueLetter Salutations/ClosingsMonths of the YearProper NounsThe Word “I”TitlesUppercase and Lowercase LettersGrammar – Parts of SpeechAdjectivesAdverbsCompound iplesPerfect/Past Perfect TensePlural WordsPrepositional ostrophe Use (contractions; possessives)Colon/SemicolonComma (dialogue)Comma (in a series)EllipsesEnd marks (period, question mark, exclamation point)ParenthesesPunctuating DialogueQuotation XXXXXXXXX7XXXXXXXXXXXXX8XXXXXXXXXXXXXXXXXXXXXXXXXX XX XX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
English Language Arts Grade 3Skills By Grade LevelGrammar – Sentence Structure/FluencyChronological StructureClausesDialogueList StructureParagraphsParticipial PhrasesPhrasesSentence BuildingSimple/Compound/Complex SentencesSubject-Verb AgreementTenseTransition WordsVaried Sentence LengthsText LayoutFont/Feature of TypeHow Layout Conveys MeaningNonfiction Text FeaturesSpace Between Words/Concepts of PrintText Features (color, bold, shapes, etc.)Text/Image XXX XXX XX XX XXX XX XX XX XX XX XX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
English Language Arts Grade 317THIRD GRADE WRITING SCOPE AND SEQUENCEMonthGenre/Type of WritingAssessment/PublishNotesSeptember-Beginning of Year Routines: Introduce WritingWorkshop; Build Base for Writing; ExploreRead/Write Connections; Review Six Traits ofWriting-Descriptive Writing: poems and paragraphs,Show Don’t Tell, Sensory Words*one completed ondemand piece to besaved for beginningof year assessmentand portfolio* DRA #1*On demand piece tobe compared withyear-end on demandpiece*May continue forlonger than 4 weeks*Six Traits lessonsfocus on “Ideas” and“Organization”October-Continue Descriptive Writing*Six Traits lessonsfocus on“Voice”*Guided ReadingBegins:Make ties to writing-Narrative Writing: Personal Narratives,Writing to Prompts, Generating Topics, Pacing,Endings, Using DetailsNovember-Continue Narrative WritingDecember-Response To Reading: Summary of Fiction,Book Blurbs, Summary of NonfictionVivid Verbs, Pacing Words and Layout ofPictures, Topic Sentences-Continue Response To ReadingJanuary*Six Traits lessonsfocus on “WordChoice”-Creative Writing: Realistic Short Stories; FreeVerse Poems, Creating Characters, Point ofView, Dialogue, Literary Devices-Continue Creative Writing-Informational Writing: Web PageStaying on Topic, Selecting ImportantInformation, Leads, RevisingFebruaryMarch*Six Traits lessonsfocus on “SentenceFluency”-Continue Informational Writing-Writing To Explain and Learn: How-ToParagraphs, Double-Entry Journals,Observation Logs; Matching Pictures to Text,Using Descriptive Words, Time-Order Words-Continue Writing To Explain and Learn-Persuasive Writing: Persuasive Letters,Supporting An Opinion, Purpose and Audience,Transitions, Voice*DRA #2*PARCC WritingPractice*PARCC PBAAssessment*Six Traits lessonsfocus on“Conventions”
English Language Arts Grade 3April-Continue Persuasive Writing-Informational Writing: Animal or InsectReportsMayJune18-Continue Informational Writing: Animal orInsect ReportsPersonal Narrative; Opinion Letter*Reports publishingusing Google Docs*Reports publishingusing Google Docs*PARCC EOYAssessment*one completed ondemand piece to besaved for end of yearassessment andportfolio*DRA #3*Year-end on demandpiece to be comparedwith September ondemand pieceTimeline based on Good Habits, Great Readers (Pearson Education, Inc., 2009) and 3rd Grade New JerseyStudent Learning Standards. Mapping subject to change based on class needs and teacher preference.
English Language Arts Grade 319GRADE 3 PHONICS SCOPE AND SEQUENCELesson:Unit:Notes:1Phonics Review2Phonics Review*Reading Specialists willbe teaching PhonicsReview in Homerooms3Phonics Review4Lesson 1 – un / -able56Lesson 2 – non / -ed78Lesson 3 – mis / -ing910Lesson 4 – re / -ible1112Lesson 5 – inter / -er, -or, -ist131415Lesson 6 – in / -est, -er1617Dropping Rule for vowel suffixes18Doubling Rule for vowel suffixes19Lesson 7 – im/ -ful2021Lesson 8 – dis / -ness*Assimilation lesson onChameleons
English Language Arts Grade 322Lesson 9 – sub / -ous, -ious2324Lesson 10 – con, com / tion, sion2526Lesson 11 – over / -some27Lesson 12 – super / -ly28Lesson 13 – trans / -less29Lesson 14 – pre / -ship, -age30Lesson 15 – ab / -ant, -ent3132Lesson 16 - ad / -ish33Lesson 17 – ex / -ment34Lesson 18 – pro / -en35Lesson 19 – de / -an36Lesson 20 – en / -al20
English Language Arts Grade 3READING CURRICULUM MAPMonth(s)Unit(s) / Topic(s)September / October*Administer baseline DRA/Progress Monitor*Unit 1: “Flex Time” during the first two weeks of Septemberto be condensed/ expanded based on student needs.Introduce making connections, analyzing text and non-fictiontextUnit 2: Introduce predictions, retelling skills, author’spurposeNovemberNovel #1Introduce inferencesSpiral previous skillsDecemberUnit 3: Introduce summarizing, literary devicesSpiral previous skillsJanuaryUnit 4: Introduce text featuresSpiral previous skillsFebruary*Administer mid-year DRA*Novel #2Spiral previous skillsMarchUnit 5: introduce how to identify/use non-fiction features andstructureSpiral previous skillsAprilUnit 6: introduce visualizingSpiral previous skillsMayUnit 7: introduce the evaluation of books and how to engagewith books*Administer Final DRA*JuneNovel #3Spiral previous skillsNote that “Flex Time” will allow instruction to be condensed/expanded based on student needs.This will enable Chapter 2 to begin early, when possible.Each reading teacher may make the decision of when to read a specific novel with her/her class.Teacher discretion may mean that different novels are read at different times.21
English Language Arts Grade 3PHONICS, SPELLING, GRAMMAR CURRICULUM MAPSeptemberOctoberPhonics: Teacher will followscope and sequence found inthis curriculum document.High Frequency Words:Teacher will use words from3rd Grade list. All words willbe covered over the course ofthe year. Students will read,write, and spell all words.Writing/Grammar: Teacherwill follow scope andsequence found in thiscurriculum document.Phonics: Teacher willfollow scope andsequence found in thiscurriculum document.NovemberDecemberJanuaryPhonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher will followscope and sequence found inthis curriculum document.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be coveredover the course of theyear. Students will read,write, and spell all words.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be covered overthe course of the year.Students will read, write,and spell all words.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be covered overthe course of the year.Students will read, write,and spell all words.Writing/Grammar:Teacher will followscope and sequencefound in this curriculumdocument.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.High Frequency Words:Teacher will use words from3rd Grade list. All words willbe covered over the course ofthe year. Students will read,write, and spell all words.Writing/Grammar: Teacherwill follow scope andsequence found in thiscurriculum document.
English Language Arts Grade 3February1MarchAprilMayJunePhonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher willfollow scope and sequencefound in this curriculumdocument.Phonics: Teacher willfollow scope and sequencefound in this curriculumdocument.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be coveredover the course of theyear. Students will read,write, and spell all words.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be covered overthe course of the year.Students will read, write,and spell all words.High Frequency Words:Teacher will use words from3rd Grade list. All words willbe covered over the course ofthe year. Students will read,write, and spell all words.High Frequency Words:Teacher will use words from3rd Grade list. All words willbe covered over the course ofthe year. Students will read,write, and spell all words.High Frequency Words:Teacher will use wordsfrom 3rd Grade list. Allwords will be covered overthe course of the year.Students will read, write,and spell all words.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.Writing/Grammar:Teacher will follow scopeand sequence found in thiscurriculum document.
Revision to Remove CCSS and Replace with NJSLS - Approved by the RBOE: November 14, 2016 . English Language Arts Grade 3 2 . English Language Arts Grade 3 classes are heterogeneously grouped, self-contained classes; therefore, no level placement criteria apply to this course of study. Reading groups may be heterogeneously grouped by ability at
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SOME OF THE EARLIEST PEOPLE IN RUTHERFORD COUNTY BY DATE OF THEIR BIRTH PRIOR TO 1800 - much of the following information taken from Rutherford Co., TN court records. It is said that, “from 1780 to 1794 they [Indians] killed within seven miles of Nashville one person in about every ten days.” [RCHS Pub # 10, p.79].
