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Curriculum Planning: Third Grade Horizontal Map

Year at a Glance

1st trimester (Aug 19 - Nov. 13)

2nd trimester (Nov. 16 - Feb. 25)

3rd trimester (Feb. 29 - May 19)

Trimesters

Reading - 1st Trimester

August 19th - November 13th

Reading - 2nd Trimester

November 16th - February 25th

Reading - 3rd Trimester

February 29th - May 19th

Reading Units

1, 2, 3

4, 5, beginning of 6

Ending of 6, 7, 8

3rd Grade

Reading

Standards

3rd Grade

Reading Standards

Continued

3rd Grade

Reading Standards

Continued

1.1.d Select and organize ideas sequentially or around major points of information

1.1.f Speak in complete sentences when appropriate to provide detail or clarification

1.2.a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

1.2.a.i Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

1.2.a.ii Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1.2.a.iii Ask questions to check understanding of information presented, stay on topic,

1.2.a.iv Explain their own ideas and understanding in light of the discussion.

1.2.a.v Use eye contact, volume, and tone appropriate to audience and purpose.

1.2.a.vi Use different types of complete sentences to share information, give directions,or request information.

2.2.a.ii Use key ideas and details to: Determine the main idea of a text; recount the understanding of a text, referring explicitly to the text as the basis for the answers.

2.1.b.i Use craft and structure to: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

2.1.b.ii Use craft and structure to: Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events.

2.1.c.i Use integration of knowledge and ideas to: Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of character or setting.

2.2.a.i Use key ideas and details to: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2.2.a.ii Use key ideas and details to: Determine the main idea of a text; recount the key details and explain how they support the main idea.

2.2.b.ii Use craft and structure to: Use text features and search tools (e.g., key words,

sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

2.2.c.i Use integration of knowledge and ideas to: 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).

2.2.d.ii Adjust reading rate according to type of text and purpose for reading.

2.3.b Read with sufficient accuracy and fluency to support comprehension.

2.3.b.iii Use context to confirm or self-correct word recognition and understanding,

2.3.d Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

2.3.d.i Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

2.3.d.ii Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

4.2.e Assess inference for accuracy and fairness.

1.1.a Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

1.1.b Distinguish different levels of formality.

1.1.g Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details.

1.2.b Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2.1.a.ii Use key ideas and details to: Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting).

2.1.a.iii Use key ideas and details to: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2.1.a.iv Use key ideas and details to: Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays.

2.1.a.v Use key ideas and details to: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

sequence of events.

2.1.b.iv Use craft and structure to: Distinguish their own point of view from that of the narrator or those of the characters.

2.1.c.ii Use integration of knowledge and ideas to: Summarize central ideas and important details from literary text.

2.2.a.iii Use key ideas and details to: 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.

2.2.b.i Use craft and structure to: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

2.2.b.iii Use craft and structure to: Distinguish their own point of view from that of the author of a text.

2.2.b.iv Use craft and structure to: Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships.

2.2.c.ii Use integration of knowledge and ideas to: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

2.2.c.iii Use integration of knowledge and ideas to: Compare and contrast the most important points and key details presented in two texts on the same topic.

2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.

2.3.a.iii Decode multisyllable words.

2.3.b Read with sufficient accuracy and fluency to support comprehension.

2.3.b.i Read grade-level text with purpose and understanding.

2.3.c Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

2.3.c.i Use sentence-level context as a clue to the meaning of a word or phrase.

2.3.c.v Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

2.3.d Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

2.3.d.iii Distinguish shades of meaning among related words that describe states of mind of degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

4.1.c Interpret and communicate the information learned by developing a brief summary with supporting details.

4.2.d Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations.

1.1.e Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

1.2.c Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

2.1.b.iii Use craft and structure to: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

2.1.c.iii Use integration of knowledge and ideas to: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

2.1.e Read grade-level text accurately and fluently, attending to phrasing, intonation, and punctuation.

2.2.d.i Use range of complexity of text to: 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.

2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.

2.3.a.ii Decode words with common Latin suffixes.

2.3.a.iv Read grade-appropriate irregularly spelled words.

2.3.c Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range

of strategies.

2.3.c.ii Determine the meaning of the new word formed when a new affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,

care/careless, heat/preheat).

2.3.c.iv Use a known root word as a clue to the meaning of an unknown words with the same root (e.g., company, companion).

2.3.c.v Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

2.3.e Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking

for them).

4.1.d Develop supporting visual information (charts, maps, illustrations, models).

4.2.a Recognize that different sources may have different points of view.

4.2.b Assess points of view using fairness, relevance, and breadth.

3rd Grade

Reading

Academic Vocabulary

Making connections, asking questions, vowels, consonants, blends, word families,monitor understanding, synthesize, expository, poem, biography, photo essay, adventure, diphthongs, create images, historical fiction, article, realistic fiction, interview, silent consonants, main idea

Fix-Up strategies, determine importance, synonyms, antonyms, multiple-meaning words, personal narrative, adventure, fantasy, homonyms, observation log, folktale, diary, songs, nouns, pronouns, asking questions, authors purpose, procedural, fairytale, questions & answer, infer, conclusions, encyclopedia,

Prefixes, classify & categorize, science fiction, strategic reading, create images, revise & review, classify/categorize information, interview, fable, procedural, adverbs, suffixes, contractions, genre, literary elements, decoding, word analysis, create images, purpose for reading, journals, songs,

3rd Grade

Reading

Content

Vocabulary

Develop, celebrate, protect, decision, comfort, arrive, establish, appeal, household, lifestyle, landform, breathe, anxiously, location, architecture, distinguish, popular, coast, voyage, creek, diversity, languages, territory, neighboring, settlement, expand, shift, timeline, appreciate, factory, frontier, transit, elegant, technology, construction, agriculture, explore, fuel, adventure, aviation

Anticipate, realize, favorite, surface, volcano, demolish, repair, alert, earthquake, landslide, warning, curiosity, flight, caution, concern, accurate, evaluate, aid, forecast, advantage, abundant, halt, scrap, production, distribution, import, industry, scarcity, goods, site, strategy, decorate, income, payment, errand, fee, invest, personal, borrow, budget, crater, speck, perceive, planet, telescope, expert, appear, asteroid, image, satellite, challenge

pressure, immense, occupation, astronaut, avoid, launch, process, atmosphere, astronomy, debate, granting, officials, representation, legal, justice, govern, candidate, politics, authority, encourage, protest, speech, civic, crowd, announce, opportunity, approximate, approve, deadline, cultivate, mystery, preserve, privilege, irrigation, renewable, diminish, damage, achieve, adequate, dispose, reusable, enormous, recycle, future, bin, litter, assortment, pollution, conservation

Reading

Assessments

Available

i-Ready Assessment

Galileo Reading Assessment

Running Records

AIMSweb Oral Reading Assessment

AiMSweb Comprehension Assessment

i-Ready Assessment


Running Records



i-Ready Assessment


Running Records



Reading Resources Available

*Rigby Literacy by Design - Themes 1,2,3,4,5, and 6

*Lexia Core 5 Reading

*Readworks.org - http://www.readworks.org/

*Common Core Exemplar Reading List - http://www.corestandards.org/assets/Appendix_B.pdf

*Reading Rockets - http://www.readingrockets.org/

Common Core Lesson Plans - http://betterlesson.com/

*Rigby Literacy by Design - Themes 7,8,9,10,and 11


*Readworks.org - http://www.readworks.org/




*Rigby Literacy by Design - Themes 12,13,14, 15, and 16


Readworks.org - http://www.readworks.org/




Trimesters

Writing - 1st Trimester


Writing - 2nd Trimester


Writing - 3rd Trimester


Writing

Units

1 and 2

3 and 4

5 and 6

3rd Grade

Writing

Standards

3rd Grade

Writing

Standards

Continued

3.1.b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

3.1.b.iii Use temporal words and phrases to signal event order.

3.1.b.iv Provide a sense of closure

3.3.a With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

3.3.b With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.3.d Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3.3.d. i Choose words and phrases for effect.

3.3.d.v Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

3.3.e Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.

3.3.e.vi Ensure subject-verb and pronoun-antecedent agreement.

3.3.e.ix Produce simple, compound, and complex sentences.

3.3.e.x Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts.

3.3.f Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.3.f.i Capitalize appropriate words in titles.

3.1.a Write opinion pieces on topics or texts, supporting a point of view with reasons.

3.1.a.i Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

3.1.a.ii Provide reasons that support the opinion.

3.1.a.iii Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

3.1.a.iv Provide a concluding statement or section.

3.1.a.v Brainstorm ideas for writing.

3.1.b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear events sequences.

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

3.3.e.ii Form and use regular and irregular plural nouns.

3.3.e.viii Use coordinating and subordinating conjunctions.


3.3.f.iii Use comma and quotation marks in dialogue.

3.3.f.vii Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

3.3.f.iv Form and use possessives.

3.1.c Write descriptive poems using figurative language

3.2.a Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3.2.a.i Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

3.2.a.ii State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images).

3.2.a.iii Develop the topic with facts, definitions, and details.

3.2.a.iv Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

3.2.a.v Provide a concluding statement or section.

3.3.c With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.3.d Use knowledge of language and its conventions when writing, speaking, reading, or listening.

3.3.d.ii Recognize and observe differences between conventions of spoken and written standard English.

3.3.e Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking.

3.3.e.i Explain the functions of nouns, pronouns verbs, adjectives, and adverbs in general and their functions in particular sentences.

3.3.e.iii Use abstract nouns (e.g., childhood).

3.3.e.iv Form and use regular and irregular verbs.

3.3.e.vii Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.


3.3.f.ii Use commas in addresses.

3.3.f.v Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

3.3.f.vi Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing

words.

Writing

Academic Vocabulary

writing workshop, writing process (collecting, drafting, revising, editing, publishing), conferencing



3rd Grade

Writing

Content Vocabulary

narrative, story mountain, seed idea, event, lead, ending, small moment

essay, non-narrative, boxes and bullets, thesis, fiction, character, setting, scenes

essay, non-narrative, boxes and bullets, thesis

Writing

Assessments

Available

Published personal narrative piece scored on 6-Traits (essential- ideas and organization)

Published second personal narrative piece scored on 6-Traits (essential- ideas, organization, word choice, sentence fluency)

AIMSWEB Spelling, Words Written, and Correct Word Sequence Assessments

Published essay scored on 6-Traits (essential- ideas, organization, sentence fluency)

Published fiction piece scored on 6-Traits (essential- voice, word choice, conventions, organization)


Published literary essay scored on 6-Traits (essential- ideas, organization, sentence fluency)


Writing

Resources Available

Shortcut by Donald Crews

Peters Chair by Ezra Jack Keats

Fireflies by Julie Brinckloe

Launching the Writing Workshop by Lucy Calkins

(3.3.e.vi.) Spotlight on Grammar Theme 1, Lesson 7

Eleven by Sandra Cisneros

Raising the Quality of Narrative Writing by Lucy Calkins

Breathing Life into Essays by Lucy Calkins

(3.3.e.viii.) Spotlight on Grammar Theme 5, Lesson 4 and 7

Writing Fiction: Big Dreams, Tall Ambitions by Lucy Calkins

Peters Chair by Ezra Jack Keats

(3.3.f.vii.) Spotlight on Grammar Theme 10, Lesson 3

(3.3.e.ii.) Spotlight on Grammar Theme 8, Lesson 4

Literary Essays: Writing About Reading by Lucy Calkins

(3.3.e.v.ii) Spotlight on Grammar Theme 11, Lesson 7

(3.3.e.iv.) Spotlight on Grammar Theme 13, Lesson 4 and 7, and Theme 15, Lesson 4

(3.3.f.v.) Spotlight on Grammar Theme 14, Lesson 8, Theme 15, Lesson 8

Trimesters

Math - 1st Trimester


Math - 2nd Trimester


Math - 3rd Trimester


Math Units

1, 2, and beginning of 3

Ending of 3, 4, 5

6, 7

3rd Grade

Math

Standards

Fluently add and subtract within 1000 (1.1.a.ii)

Understands vocabulary: place value, expanded form, standard form, grouping, ungrouping.

Use place value to round whole numbers to the nearest 10 or 100. (1.1.a.i)

Solve two-step word problems using the four operations (addition and subtraction) (1.3.d.i)

Represent two-step (addition and subtraction) word problems using equations with a letter standing for the unknown quantity. (1.3.d.ii)

Assess the reasonableness of (addition and subtraction) answers using mental computation and rounding. (1.3.d.iii)

Draw a scaled picture graph and a scaled bar graph to represent a data set (3.1.a.i )

Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. 3.1.a.ii

Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; describe a fraction a/b as the quantity formed by a parts of size 1/b.

1.2.a.ii Describe & represent a fraction as a number on the number line

1.2.a.iii. Identify and generate simple equivalent fractions.

1.2.a.iii.3 Express whole numbers as fractions, and recognize fractions that are whole numbers by reasoning their size

1.2.a.iii.6 Record the results of comparisons with the symbols >, =, or

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