third grade ela 1 unit title: 1 grade level: 3 date: 6

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UNIT TITLE: 1 GRADE LEVEL: 3 DATE: 6 weeks

Standards Reading Information Learning Targets Resources

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I can determine the meaning of general academic words or phrases in a text. (RI3.4) I can determine domain specific words or phrases in a text. (RI3.4) I can apply various strategies to determine the meaning of words or phrases in a text. (RI3.4) I can select and use resources to help me determine the meaning of unknown words and phrases. (RI3.4) I can identify and give examples of text features and search tools. (RI3.5) I can explain how text features and search tools help locate information quickly. (RI3.5) I can locate information about a topic using features and search tools. (RI3.5) I can distinguish my own point of view from that of the author of a text. (RI3.6) I can explain the connections an author makes between sentences and paragraphs. (RI3.8)

#Reading Literature

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

I can locate words and details to answer questions in a text. (RL3.1) I can ask and answer questions before, during, and after reading a text. (RL3.1) I can identify characters in a story. (RL3.3) I can describe characters in a story using

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sequence of events. 5. 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. 6. Distinguish their own point of view from that of the narrator or those of the characters.

physical (outside qualities) and emotional (inside qualities) traits. (RL3.3) I can explain how a character’s actions cause events to occur in a certain order/sequence. (RL3.3) I can explain why stories, dramas, and poems are written in different forms. (RL3.5) I can refer to parts of stories, drama’s and poems using the terms chapters, scene, and/or stanza. (RL3.5) I can explain how chapters, scenes, and stanzas give the reader information and work together to create the story, drama, or poem. (RL3.5) I can distinguish my point of view from that of the narrator or that of the characters. I can define point of view. (RL3.6) I can identify the point of view of the narrator or character of a story. (RL3.6) I can explain how my point of view is similar or different from the narrator or character in a story. (RL3.6)

Foundations

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry

I can define prefix and suffix. (RF3.3a) I can identify common prefixes and suffixes. (RF3.3a) I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. (RF3.3a) I can decode and determine the meaning of words with common Latin suffixes. (RF3.3b) I can separate words into syllable

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orally with accuracy, appropriate rate, and expression on successive readings

segments to help me decode words I do not know. (RF3.3b) I can read grade-level text fluently and show comprehension through voice, timing, and expression. (RF3.4b) I can fluently read third grade text.(RF3.4b)

Writing

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can determine my opinion or point of view on a topic or text. (W3.1a) I can create an organizational structure to introduce my topic and opinion. (W3.1a) I can support my opinion with reasons and link my reasons with words and phrases. (W3.1b) I can define narrative text and describe the basic parts of plot. (W3.3a) I can identify the narrator, characters, and the event/situation that starts the story. (W3.3a) I can sequence the events in my story so that one event leads to the next. (W3.3a-b) I can explain how events happen and how the characters will respond using the character’s thoughts, words, feelings, and actions.(W3.3a-b)

Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Ensure subject-verb and pronoun-antecedent agreement.*

I can define subject and verb and explain that a singular subject needs a singular verb and a plural subject needs a plural verb. (L3.1f) I can define antecedent (the word or group of words a pronoun replaces) and

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i. Produce simple, compound, and complex sentences 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in addresses c. Use commas and quotation marks in dialogue f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Acquisition and Use 4. 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). 5. Demonstrate understanding of word relationships and nuances in word meanings. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

make sure a pronoun agrees with its antecedent. (L3.1f) I can identify and produce simple sentences, compound sentences, and complex sentences. (L3.1i) I can separate the city and state in an address with a comma. (L3.2b) I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words. (L3.2c) I can determine the meaning of unknown words using context clues in a sentence. (L3.4a-b) I can apply and define common affixes (un, dis, able, less) (L3.4a-b) I can segment unknown words into units of meaning to determine definitions. (L3.4a-b) I can determine the meaning of a word or phrase using the context clues of a sentence. (L3.4a) I can determine the meaning of the new word formed when a known affix is added to a known word. (L3.4.b.) I can identify real-life connections to words I hear and read. (L3.5b)

Speaking and Listening

Comprehension and Collaboration I can ask questions when I do not

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1. 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. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

understand. (SL3.1c) I can ask questions to check understanding of information presented and to stay on topic. (SL3.1c) I can make connections between the comments of others. (SL3.1c)

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Standards Learning Targets Resources

Reading Information

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. 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. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. 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). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

I can ask and answer questions to show I understand what I read. I can support my answers using the text. (RI.3.1) I can determine the main idea and explain how the key details support the main idea. (RI.3.2) I can describe the relationship between historical events using time, sequence and cause and effect. (RI.3.3) I can identify general academic words or phrases in a text (RI.3.4) I can identify domain specific words or phrases in a text. (RI.3.4) I can apply strategies to determine the meaning of specific words and phrases within a text. (RI3.4) I can select and use resources to help me determine the meaning of unknown words and phrases. (RI3.4) I can identify and give examples of text features and search tools. (RI3.5) I can explain how text features and search tools help locate information quickly. (RI3.5) I can locate information about a topic using features and search tools. (RI3.5) I can distinguish my own point of view from that of the author of a text. (RI.3.6) I can use illustrations, maps and photographs to understand where, when what and how. (RI.3.7) I can compare and contrast important points and key details in two texts on the same topic. (RI.3.9)

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Reading Literature Targets Resources

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Integration of Knowledge and Ideas 9. 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). Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

I can locate words and details to answer questions in a text. (RL3.1) I can ask and answer questions before, during, and after reading a text. (RL3.1) I can identify characters in a story. (RL3.3) I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. (RL3.3) I can explain how character’s actions cause events to occur in a certain order/sequence. (RL3.3) I can determine the meaning of words and phrases by the way they’re used in a story. (RL.3.4) I can compare and contrast the themes, settings and plots of stories by the same author. (RL.3.9) I can read and comprehend stories, dramas, and poetry on a 3rd grade level. (RL.3.10)

Foundations

3. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient accuracy and fluency to support comprehension. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can decode grade-level words using phonics and word analysis skills. (RF.3.3) I can separate words into syllable segments to help me decode words I do not know. (RF.3.4c)

Writing

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

I can determine my opinion or point of view on a topic or text. (W3.1a) I can create an graphic organizer to introduce my topic and opinion. (W3.1a) I can define narrative text and describe the basic parts of plot. (W3.3a)

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b. Develop the topic with facts, definitions, and details. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can identify the narrator, characters, and the event/situation that starts the story. (W3.3a) I can sequence the events in my story so that one event leads to the next. (W3.3a-b) I can explain how events happen and how characters respond using a character’s thoughts, words, feelings, and actions.(W3.3a-b) I can write and reflect every day for different purposes and about different topics. (W.3.10)

Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Knowledge of Language

I can explain the function of nouns, pronouns, verbs, adjectives and adverbs in sentences. (L.3.1a) I can correctly capitalize words in titles. (L.3.2a) I can separate the city and state in an address with a comma. (L3.2b) I can form and use possessive nouns. (L.3.2d) I can spell and use high- frequency words correctly and add suffixes to base words. (L.3.2e) I can spell words correctly using common spelling patterns. (L.3.2f) I can identify the important things about a topic when I write. I can determine the meaning of unknown words using context clues in a sentence. (L3.4a-b) I can recognize and define common affixes (un, dis, able, less) (L3.4a-b)

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3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use 4. 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. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

I can segment unknown words into units of meaning to determine definitions. (L3.4a-b) I can identify the meaning of a new word using the root words as a clue. (L.3.4c)


1. 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. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

I can ask questions when I do not understand. I can stay on topic by making comments about the information being discussed. I can make connections between the comments of others. (SL3.1c)



Reading Information

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can ask and answer questions to show I understand what I read. (3.1) I can support my answer using the text. (3.1)

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2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. 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. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I can determine the main idea and explain how the key details support the main idea. (3.2) I can describe the relationship between historical events using time, sequence and cause and effect. (3.3) I can determine the meaning of words and phrases in text about 3rd grade topics and subjects.(3.4) I can locate information about a topic using text features and search tools. (3.5) I can distinguish my own point of view after reading an informational text.(3.6) I can use illustrations, maps and photographs to understand where, when, why and how. (3.7) I can compare, find the cause/effect and sequence of events in sentences and paragraphs.(3.8)

Reading Literature

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. 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. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

I can ask and answer questions to show I understand what I read. (RL.3.1) I can find my answers in the text.(RL.3.1) I can retell stories, fables, folktales and myths from many cultures and use the key details to determine the central message or moral. (RL3.2) I can determine the meaning of words and phrases by the way they’re used in a story.(RL3.4)

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5. 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. 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

I can refer to the chapter, scene or stanza when discussing or writing about a story or poem. (RL3.5) I can explain how an illustration adds to the mood, characters or setting of a story.(RL.3.7)

Foundations

3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words.

I can identify and know the meaning of the most common prefixes and derivational suffixes. (F.3.3.a) I can decode words with common Latin suffixes. (F.3.b) I can decode multi-syllabic words. (F.3.c)

Writing

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Informative Piece I can introduce my topic and group related information. I can add useful illustrations to my writing. (W.3.2a) Informative Piece I can support the topic with facts, definitions and details.(W.3.2.b) Narrative Piece I can plan a narrative story with characters and events that sequence naturally.(W.3.3.a) Narrative Piece I can add descriptions or dialogue to show actions, thoughts and feelings of characters.(W.3.3.b) I can plan and organize my writing ideas for a specific task. (W.3.4)

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4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* i. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading

I can form and use regular and irregular verbs.(L.3.1.d) I can form and use simple verb tenses. (example- I walk, I walked, I will walk) (L.3.1.e) I can write sentences with correct subject verb and pronoun antecedent agreement.(L.3.1.f) I can produce simple, compound and complex sentences.(L.3.1.i) I can correctly capitalize words in titles(L.3.2.a) I can correctly punctuate addresses.(L.3.2.b) I can add quotation marks and commas in dialogue. (L.3.2.c) I can spell words using common spelling patterns.(L.3.2.f) I can check and correct my spelling using a resource.(L.3.2.g) I can choose important information when I write.(L.3.3.a) I can recognize the differences between spoken and written language.(L.3.3.b) I can identify the meaning of a word or phrase using the clues around it. (L.3.4.a)

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and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 6. 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).

I can use a glossary or dictionary to find the exact meaning of a word. (L.3.4.d) I can distinguish word meanings, both literal and implied meanings.(L.3.5.a) I can make real life connections between words and how they’re used.(L.3..b) I can learn and use new words on a 3rd grade level.(L.3.6)


1. 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. a. 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. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

I can be prepared for discussions and explore ideas with my partner or group.(SL.3.1) I can join a discussion by asking questions to check my understanding, stay on the topic and link my comments to what others are discussing.(SL.1.a) I can ask and answer questions about information from a speaker.(SL.3.)

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Reading Information

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. 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. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas 7. 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details

I can ask and answer questions to demonstrate understanding of text. (RI.3.1) I can ask and answer questions before, during, and after reading a text. (RI.3.1) I can define main idea (who or what a text is mostly about).(RI.3.2) I can determine the main idea of a text. (RI.3.2) I can identify key details in a text and explain how they support the main idea. (RI.3.2) I can recount/retell (put into my word) the key details, of a text. ( RI.3.2) I can describe the relationship between historical events using time, sequence and cause and effect. (RI.3.3) I can determine the meaning of words and phrases in text about 3rd grade topics and subjects. (RI.3.4) I can locate information about a topic using text features and search tools. (RI.3.5) I can use illustrations, maps and photographs to understand where, when, why and how. (RI.3.7) I can identify words authors use to help make logical connections between sentences, and paragraphs (e.g., similar, different, because, if, first, last). (RI.3.8) I can explain how connection words (e.g., transition words, signal words) help me understand a text. (RI.3.8)

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presented in two texts on the same topic. Range of Reading and Level of Text Complexity 10. 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

I can describe connections an author makes between sentence and paragraphs. (RI.3.8) I can identify the most important points and key details found in tow texts on the same topic. (RI.3.9) I can compare (find similarities) the most important points and key details in two texts on the same topic. (RI.3.9) I can contrast (find differences) the most important points and key details in two texts on the same topic. (RI.3.9) I can closely read complex grade level texts. (RI.3.10) I can reread a text to find more information or clarify ideas. (RI. 3.10) I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. (RI.3.10)

Reading Literature

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. 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. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

I can locate word and details to answer questions in a text. (RL.3.1) I can ask and answer questions before, during, and after reading a text. (RL.3.1) I can recount/retell (put in my own words) stories. (RL.3.2) I can define central message, lesson, and/or moral (overall idea an author is trying to share). (RL.3.2) I can explain the central message, lesson, and/or moral using key details from the story. (RL.3.2) I can identify characters in a story. (RL.3.3) I can describe characters in a story using physical (outside qualities) and emotional

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5. 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. 9. 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). Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

(inside qualities) traits. (RL.3.3) I can explain how characters actions (what they do) cause events to occur in a certain order/sequence. (RL.3.3) I can use strategies (e.g., context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. (RL.3.4) I can define literal language (it says what it means) and non-literal (what it says is not exactly what it means). (RL.3.4) I can identify literal and non-literal language in a text. (RL.3.4) I can use context clues to determine the meaning of literal and non-literal language. (RL.3.4) I can explain how stories, dramas, and poems are written in different forms (e.g., chapter, scene, and stanza). (RL.3.5) I can refer to the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. (RL.3.5) I can describe how chapters, scenes, and stanzas give the reader information and work together to create the story, drama, or poem. (RL.3.5) I can define theme (a lesson the author is revealing-Honesty is the best policy). (RL.3.9) I can define setting (the time and place of a story). (RL.3.9) I can define plot ( the sequence of events in a story). (RL.3.9) I can identify themes, setting, and plots in stories written by the same author. (RL.3.9) I can compare (find similarities) themes, settings, and plots in stories written by the

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same author. (RL.3.9) I can contrast (find differences) themes, settings, and plots in stories written by the same author. (RL.3.9) I can read complex grade level texts. (RL.3.10) I can reread a text to find more information or clarify ideas. (RL.3.10) I can use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. (RL.3.10)

Foundations

3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can identify and know the meaning of prefixes and suffixes. (RF.3.3a) I can decode/or break into parts words with Latin suffixes. (RF.3.3b) I can read on level text with purpose and understanding. (F.3.4.a) I can read on level prose and poetry orally with accuracy. (F.3.4.b) I can read on level prose and poetry orally with appropriate rate and expression on successive readings. (F.3.4.b) I can use context to confirm or self correct word recognition and understanding. (F.3.4.c)

Writing

1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. d. Provide a concluding statement or section.

I can write opinion pieces on topics or texts supporting of view with reasons. (W.3.1) I can introduce the topic or text I am writing. (W.3.1a) I can create an organizational structure that lists reasons in what I am writing. (W.3.1.a) I can provide a concluding statement or section on what I am writing. (W3.3)

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3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can produce writing in which the development and organization are on task and purpose. (W.3.4) I can develop writing as needed by planning, revising, and editing. (W.3.5) I can write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes, and audiences. (Wl3.10)

Language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use abstract nouns (e.g., childhood). e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles

I can demonstrate command of the standard English grammar and usage when writing or speaking. (L.3.1) I can use abstract nouns. (L.3.1c) I can form and use the simple verb tenses. (L.3.1e) I can use subject verb and pronoun antecedent agreement. (L.3.1.f) I can use capitalization appropriately in titles. (L.3.2) I can use conventional spelling for high frequency and other studied words and for adding suffixes to base words. (L.3.e)

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e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. and orally. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. 4. 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial

I can use spelling patterns and generalizations in writing words. (L.3.2.f) I can choose words and phrases for effect. (L.3.3a) I can recognize and observe differences between the conventions of spoken and written standard English. (L.3.3.b) I can determine or clarify the meaning of unknown and multiple meaning words and phrases. (L.3.4) I can identify the meaning of word or phrase using the context clues around it. (L.3.4a) I can determine the meaning of the new word formed when a known affix is added to a known word. (L.3.4.b) I can use known root word as a clue to the meaning of a unknown word with the same root. (L.3.4.c) I can demonstrate understanding of word relationships and nuances in word meanings. (L.3.5) I can distinguish the literal and nonliteral meanings of words and phrases in context. (L.3.5a) I can identify real life connections between words and their use. (L.3.5.b) I can acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases. (L.3.6)

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and temporal relationships (e.g.,After dinner that night we went looking for them).


2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, Presentation of Knowledge and Ideas 4. 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.

I can determine the main ideas and support details of a text read aloud. SL.3.2) I can report on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4) I can tell a story on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4) I can recount an experience on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4)



Reading Information

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given

I can ask and answer questions to demonstrate understanding of a text. (RI.3.1) I can determine the meaning of general academic and domain specific words and phrases in a text. (RI.3.4) I can locate information using text features and search tools. (RI.3.5) I can distinguish my own point of view from that of the author of a text. (RI.3.6) I can use information gained from

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topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. 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).

illustrations. (RI.3.7)

Reading Literature

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. 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. . Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. . 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 9. 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).

I can ask and answer questions to demonstrate understanding of a text. (RL.3.1) I can recount stories from diverse cultures. (RL.3.2) I can determine the central message, lesson, or moral of a story. (RL.3.2) I can explain how the lesson, or moral of a story is conveyed through key details in the text. (RL.3.2) I can distinguish my own point of view from that of the narrator or those of the characters. (RL.3.6) I can compare and contrast the themes, setting, and plots of stories written by the same author about the same characters. (RL.3.9)

Foundations

3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin

I can know and apply grade level phonics and word analysis skills in decoding words. (F.3.3) I can identify and know the meaning of the most common prefixes and derivational suffixes. (F.3.3.a)

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suffixes. . Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can decode words with common Latin suffixes. (F.3.3.b) I can read on level text with purpose and understanding. (F.3.4a) I can correct the words I read incorrectly by looking at the context around them. (F.3.4c)

Writing

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. d. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. d. Provide a concluding statement or section. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

I can write opinion pieces on topics or texts supporting a point of view with reasons. (W.3.1) I can introduce the topic or text I have written about, state an opinion. (W.3.1a) I can create an organizational structure that lists reasons. (W.3.2b) I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W.3.2) I can introduce a topic and group related information together including illustrations. (W.3.2a) I can provide a concluding statement or section. (W.3.4.d) I can develop and strengthen my writing as needed by planning, revising, and editing with peers and adults. (W.3.5)

Language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in

I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L3. 1.) I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and

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particular sentences g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 4. 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. 5. Demonstrate understanding of word relationships and nuances in word meanings. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

their functions in particular sentences. (L.3.1a) I can form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (L.3.1g) I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(L.3.2) I can use spelling patterns and generalization in writing words. (L.3.2f) I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.3.3) I can determine or clarify the meaning of unknown and multiple meaning words and phrases. (L.3.4) I can identify the meaning of a word or phrase by using the context clues in the sentence. (L.3.4a) I can determine the meaning of a word using its relationship to the text. I can determine the meaning of an unknown word using the context clues around it. (L.3.5) I can identify real life connections between words and their use. (L.3.5b)

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Reading Information

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. 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. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity 10. 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

I can locate words and details to answer questions in a text. (RI3.1) I can ask and answer questions before, during, and after reading a text. (RI3.1) I can define main idea (who or what a text is mostly about). (RI3.2) I can determine the main idea of a text. (RI3.2) I can identify key details in a text and explain how they support the main idea. (RI3.2) I can recount/retell the key details of a text. (RI3.2) I can describe the relationship between historical events using time, sequence and cause and effect. (RI3.3) I can determine the meaning of words and phrases in text about 3rd grade topics and subjects. (RI3.4) I can locate information using text features and search tools. (RI3.5) I can define point of view. (RI3.6) I can determine the point of view of an author. (RI3.6) I can identify and describe how my point of view is similar to or different from the author. (RI3.6) I can use illustrations, maps and photographs to understand where, when, why and how. (RI3.7) I can identify words authors use to help me make logical connections between

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grades 2–3 text complexity band independently and proficiently.

sentences and paragraphs (similar, different, because, if, first, last) (RI3.8) I can explain how connection words (transition words, signal words) help me understand a text. (RI3.8) I can describe connections an author makes between sentences and paragraphs. (RI3.8) I can identify the most important points and key details found in two texts on the same topic.(RI3.9) I can compare the most important points and key details in tow texts on the same topic. (RI3.9) I can contrast the most important points and key details in two texts on the same topic. (RI3.9) I can read complex grade level texts. (RI3.10) I can reread a text to find more information or clarify ideas. (RI3.10) I can use reading strategies (ask questions, make connections, take notes, make inferences, visualize, re-read) to help me understand difficult complex text. (RI3.10)

Reading Literature

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. 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. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the

I can locate words and details to answer questions in a text. (RL3.1) I can ask and answer questions before, during, and after reading a text. (RL3.1) I can recount/retell stories. (RL3.2) I can define central message, lesson, and/or moral (overall idea an author is trying to share). (RL3.2)

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sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 5. 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. 6. Distinguish their own point of view from that of the narrator or those of the characters. 9. 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).

I can explain the central message, lesson, and/or moral using key details from the story. (RL3.2) I can identify characters in a story. (RL3.3) I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. (RL3.3) I can explain how character’s actions cause events to occur in a certain order/sequence. (RL3.3) I can use strategies to determine the meaning of words and phrases as they are used in a text. (RL3.4) I can define literal language (it says what it means) and non-literal (what it says is not exactly what it means). (RL3.4) I can identify literal and non-literal language in a text. (RL3.4) I can use context clues to determine the meaning of literal and non-literal language. (RL3.4) I can explain how stories, dramas, and poems are written in different forms (chapter, scene, stanza) (RL3.5) I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. (RL3.5) I can describe how chapters, scenes, and stanzas give the reader information and work together to create the story, drama, or poem. (RL3.5) I can define point of view (someone’s view or attitude about a situation) (RL3.6) I can determine the point of view of a narrator or character of a story. (RL3.6)

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I can explain how my point of view is similar to or different from a narrator or character in a story. (RL3.6) I can define theme (a lesson the author is revealing-Honesty is the best policy.) (RL3.9) I can define setting (the time and place of a story.) (RL3.9) I can define plot (the sequence of events in a story). (RL3.9) I can identify themes, settings, and plots in stories written by the same author. (RL3.9) I can compare (find similarities) themes, settings, and plots in stories written by the same author. (RL3.9) I can contrast (find differences) themes, settings, and plots in stories written by the same author. (RL3.9)

Foundations

3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension.

I can identify and know the meaning of prefix & suffix. (RF3.3a) I can decode (break into parts) words with Latin suffixes. (RF3.3b) I can decode (break into parts) words with more than one syllable. (RF3.3c) I can read 3rd grade irregularly spelled words. (RF3.3d) I can read accurately and fluently while still understanding the text. (RF3.4)

Writing

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists

I can write opinion pieces on topics or texts supporting of view with reasons. (W.3.1) I can introduce the topic or text that I am writing. (W.3.1a) I can create an organizational structure

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reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order.

that lists reasons in what I am writing. (W.3.1a) I can write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes, and audiences. (W.3.1) I can apply linking words and phrases to connect ideas. (W.3.2c) I can provide a concluding statement or section on what I am writing. (W3.3) I can write narratives that establish a situation with an organized event sequence. (W.3.3a) I can write using dialogue. (W.3.3b) I can describe and use temporal words and phrases. (W.3.3c)

Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. f. Ensure subject-verb and pronoun-antecedent agreement.*

I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L3. 1.) I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

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i. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* 4. 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. a. Use sentence-level context as a clue to the meaning of a word or phrase.

(L.3.1a) I can form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (L.3.1g) .I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(L.3.2) I can use spelling patterns and generalization in writing words. (L.3.2f) I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.3.3) I can determine or clarify the meaning of unknown and multiple meaning words and phrases. (L.3.4) I can identify the meaning of a word or phrase by using the context clues in the sentence. (L.3.4a) I can determine the meaning of a word using its relationship to the text. I can determine the meaning of an unknown word using the context clues around it. (L.3.5) I can identify real life connections between words and their use. (L.3.5b) I can apply spelling strategies to high frequency words. (L3.2b) I can apply spelling generalizations that I have learned when writing words. (L.3.2f) I can choose words or phrases for effect when writing. (L.3.3a) I can determine or clarify the meaning of unknown words using a variety of strategies. (L.3.4)

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b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. 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).

I can identify the meaning of a word using context clues. (L.3.4b) I can determine the meaning of a new word when an affix is added. (L.3.4b) I can identify the root word in an unknown word to determine its meaning. (L.3.4c) I can describe or clarify the meaning of a new word using sources such as dictionaries or glossaries. (L.3.4d) I can distinguish between word relationships and nuances in word meanings. (L.3.5) I can identify idioms and determine their meanings. (L.3.5a) I can identify connections between words and their use. (L.3.5b) I can identify the different meanings of words that are related. (L.3.5c) I can apply and demonstrate the use of conversational and grade specific words. (L.3.6)


1. 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. a. Come to discussions prepared, having

I can determine the main ideas and support details of a text read aloud. SL.3.2) I can report on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking

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read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. d. Explain their own ideas and understanding in light of the discussion.

clearly at an understandable pace. (SL.3.4) I can tell a story on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4) I can recount an experience on a topic or text on an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4)

third grade ela 1 unit title: 1 grade level: 3 date: 6

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