third grade ela pacing guide - itawamba county school...

Third Grade ELA Pacing Guide

UNIT : 1 LIVING AND LEARNING Unit Question: Which skills help us make our way in the world DATES: Aug. 11 thru Sept. 19

UNIT/WEEK RS SELECTIONS/COMPONENTS COMMON CORE STATE STANDARDS SPELLING WORDS ASSESSMENT COMMENTS

Unit 1.1 Aug. 11-15 Selection Vocabulary: bat battery blew fuel plug vision term empire surge chatter Instructional Vocabulary: character setting theme background knowledge homonym nonfiction

Charlie McButton How a Kite Changed the World • (SI) The Opposite Cousins • (OL) Camping with Aunt Julie • (A) Mr. Post’s Project Comprehension skill: Literary Elements Comprehension strategy: Background Knowledge Vocabulary Strategy/Skill: Homonyms Fluency Skill: Accuracy Spelling/Word Work: Short vowels/ syllables VCCV Speaking and Listening: Media literacy; News report Grammar: Sentences Weekly Writing: Narrative poem Trait of the Week: Word Choice Research Skill: Reference text

RF.3.3c Decode multi-syllable words RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences RL.3.2 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. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Short Vowels VC/CV basket collar happen lesson lettuce monster napkin puppet sister spelling subject suggest supper traffic winter




L.3.4 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. RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary SL.3.1b 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) W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories




Unit 1.2 Aug. 18-22 Selection Vocabulary: carpenter carpet maker knowledge marketplace merchant plenty straying thread sequence summary compound word word structure paraphrase manuscript

What About Me? How the Desert Tortoise Got Its Shell • (SI) It’s a Fair Swap! • (OL) Let’s Make a Trade! • (A) What’s Money all About? Comprehension skill: Sequencing Comprehension strategy: Summarize Vocabulary Strategy/Skill: Word Structure/Compound words Fluency Skill: Rate Spelling/Word Work: Plural/Adding s, es, and ies Speaking and Listening: Description Grammar: Sentence Weekly Writing: Graphic Organizers Trait of the Week: Subject-Verb agreement Research Skill: Alphabetical Order

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding word. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1f Ensure subject-verb and pronoun-antecedent agreement W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. L.3 Demonstrate command of the

Plurals: -s, -es bodies bunches copies crashes families glasses inches lists parties pencils pennies plants pockets supplies wishes




conventions of standard English grammar and usage when writing or speaking L.3.1i Produce simple, compound, and complex sentences. W.3.7 Conduct short research projects that build knowledge about a topic SL.3.1d Explain their own ideas and understanding in light of the discussion.




Unit 1.3 Aug. 25-29 Selection Vocabulary: gear parka splendid twitch willow yanked

Academic Vocabulary: visualize dictionary tall tale unknown words declarative sentence exaggeration

Kumak’s Fish How to Catch a Fish • (SI) Life in the Arctic • (OL) Fishing in the Arctic • (A) Journey Across the Arctic Comprehension skill: Sequence Comprehension strategy: Visualize Vocabulary Strategy/Skill: Unknown words/Dictionary/Glossary Fluency Skill: Expression Spelling/Word Work: Base words/Endings -ed, -ing, -er, -est Speaking and Listening: Description Grammar : Declarative/Interrogative Sentences Weekly Writing: Thank you note Trait of the Week: Organization Research Skill: Tell a Story

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W. 2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension W.3.2b Develop the topic with facts, definitions, and details. CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to

Adding –ed, -ing, -er, and est angrier easiest emptied freezing funniest getting greatest heavier leaving pleased shopped strangest swimming using worked




determine or clarify the precise meaning of key words and phrases RL.3.2 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. RL.3.7 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) W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.




UNIT 1.4 Sept 2-5 Selection Vocabulary: laundry section shelves spoil store thousands traded variety Academic Vocabulary: compare/ contrast multiple-meaning words command definition encyclopedia sensory detail

Supermarket Money from Long Ago • (SI) [Let’s Surprise Mom • (OL) The Shopping Trip • (A) The Road to New York Comprehension skill: Compare/Contrast Comprehension strategy: Background Knowledge Vocabulary Strategy/Skill: Multiple- Meaning words/Context Clues Fluency Skill: Accuracy Spelling/Word Work: Vowel Digraphs ee, ea, ai, ay, oa, ow Speaking and Listening: Panel Discussion Grammar: Imperative/Exclamatory Sentences Weekly Writing: Description Trait of the Week: Voice Research Skills: Pictograph

L.3.4 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. L.3.4 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. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RI.3.3 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. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. SL.3.4 Report on a topic or text, tell a story, and how key events occur). or recount an experience with appropriate

Long Vowels Digraphs agree braid cheese coach clean display dream float grain peach shadow Sunday teeth thrown window




facts and relevant, descriptive details, speaking clearly at an understandable pace. RF. and how key events occur).3.3 Know and apply grade-level phonics and word analysis skills in decoding words L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RI.3.7 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 the events occur).




UNIT 1.5 Sept 8-12 Selection Vocabulary: arranged bundles dangerously errands excitedly steady unwrapped wobbled Academic Vocabulary: author’s purpose story structure prefix suffix simile keyboarding

My Rows and Piles of Coins Learning about Money • (SI) E-Mail Friends • (OL) The Market Adventure • (A) With a Twist Comprehension skill: Author’s Purpose Comprehension strategy: Structure Vocabulary Strategy/Skill: Word Structure/Prefixes and Suffixes Fluency Skill: Appropriate Phrasing with Punctuation Spelling/Word Work: Vowel Diphthongs ou, ow, oi, oy Speaking and Listening: Book Reports Grammar: Compound Sentences Weekly Writing: Realistic Fiction Trait of the Week: Sentence Research Skills: Keyboarding

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. L.3.1i Produce simple, compound, and complex sentences W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.6 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.

Vowel Sounds in out and toy amount annoy appoint avoid bounce broil choice employ hour poison proud prowl shower thousand voyage




Week 6

Interactive Unit Review

Unit 1 Benchmark Test to be completed by September 19


UNIT : 2 Smart Solutions Unit Question: What are smart ways that problems are solved? DATES: September 22-October 31


UNIT 2.1 Sept. 22 – Sept. 26 Selection Vocabulary: cuddles flippers frozen hatch pecks preen snuggles Instructional Vocabulary: main idea details monitor clarify synonym context clues speech figurative language

Penguin Chick Plants: Fitting into Their World • (SI) The Frozen Continent: Antarctica • (OL) These Birds Can’t Fly! • (A) All About Penguins Comprehension skill: Main Idea/ Details Comprehension strategy: Monitor and clarify Vocabulary Strategy/Skill: Synonyms/ context clues Fluency Skill: Accuracy Spelling/Word Work: Syllables V/ CV, VC/V Speaking and Listening: Speech Grammar: Common/ Proper Nouns Weekly Writing: Poetry Trait of the Week: Word Choice Research Skill: Dictionary/ Glossary

RF.3.3c Decode multisyllable word RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.3a Choose words and phrases for effect.* W.3.5 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 here. L.3.3a Choose words and phrases for effect L.3.1c Use abstract nouns (e.g., childhood). SL.3.2 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. W.3.2b Develop the topic with facts, definitions, and details.

Syllable pattern V/CV, VC/V camel even female finish focus lemon music pilot pupil rapid robot salad silent tulip wagon




UNIT 2.2 Sept. 29 - Oct. 3 Selection Vocabulary:

I Wanna Iguana The Big Soccer Game • (SI) Buddy Goes to School

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g.,word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Words ending in –le gentle handle juggle little middle




adorable compassionate exactly iguana mature mention trophies Instructional Vocabulary: unfamiliar word email regular plural singular noun expression fairy tale

• (OL) Iguana Takes a Ride • (A) Puppy Problems Comprehension skill: Compare and Contrast Comprehension strategy: Visualize Vocabulary Strategy/Skill: Unfamiliar words/ Context Clues Fluency Skill: Expression and Punctuation Cues Spelling/Word Work: Final Syllable -le Speaking and Listening: Persuasive Speech Grammar: Singular and Plural Nouns Weekly Writing: Fairy Tale Trait of the Week: Word Choice Research Skill: Maps

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. L.3.3a Choose words and phrases for effect.* W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.1d Explain their own ideas and understanding in light of the discussion. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

noodle people pickle poodle riddle saddle simple table trouble uncle




UNIT 2.3 Oct. 6 – Oct. 10 Selection Vocabulary: butterflies collection enormous scattered shoelaces strain Instructional Vocabulary: draw conclusion questioning fantasy numerals presentation persuasive text

Prudy’s Problem Meeting the Challenge of Collecting • (SI) The Metal Detective • (OL) The Last Minute • (A) A Family of Collectors Comprehension skill: Draw Conclusions Comprehension strategy: Questioning Vocabulary Strategy/Skill: Compound words/ Word Structure Fluency Skill: Rate Spelling/Word Work: Compound Words Speaking and Listening: Presentation Grammar: Irregular Plural Nouns Weekly Writing: Advertisement Trait of the Week: Focus/ Ideas Research Skill: Magazine

RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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. L.3.4 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. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4a Read grade-level text with purpose and understanding. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.4 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.) W.3.1b Provide reasons that support the opinion L.3.1b Form and use regular and irregular plural nouns. SL.3.1a 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. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and

Compound Words blueberry butterflies campground earring football haircut homework lawnmower popcorn railroad sandbox scarecrow snowstorm sunglasses toothbrush




sort evidence into provided categories.




UNIT 2.4 Oct. 13-17 Selection Vocabulary: bottom cheated clever crops lazy partners wealth Instructional Vocabulary predicting set purpose cursive possessive noun antonym friendly letter media

Tops and Bottoms The Hare and the Tortoise • (SI) Growing Vegetables • (OL) Our Garden • (A) The Magic of Coyote Comprehension skill: Author’s Purpose Comprehension strategy: Predict and Set Purpose Vocabulary Strategy/Skill: Context Clues/Antonyms Fluency Skill: Appropriate Phrasing Spelling/Word Work: Words with spl, thr, squ, str, scr Speaking and Listening: Media Literacy: Interview Grammar: Singular Possessive Nouns Weekly Writing: Friendly Letter Trait of the Week: Focus/Ideas Research Skill: Encyclopedia

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.9 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) RL.3.2 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. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Words with scr, spl, thr, squ, str scratch scream splash split splurge square squeak squeeze street strength strike three thrill throne throw




L.3.2d Form and use possessives. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief

notes on sources and sort evidence into provided categories.




UNIT 2.5 Oct. 20-24 Selection Vocabulary: bill goo hunters material platform tons twigs Instructional Vocabulary text structure directions paragraph non-fiction organization source

Amazing Bird Nests Extra! Extra!!: Fairy-Tale News from Hidden Forest (SI) All About Birds • (OL) Bills and Beaks • (A) Animals of the Concrete Jungle Comprehension skill: Main Idea and Details Comprehension strategy: Text Structure Vocabulary Strategy/Skill: Context Clues/Unfamiliar Words Fluency Skill: Rate Spelling/Word Work: Consonant Digraphs /sh/, /th/, /f/, /ch/, /ng/ Speaking and Listening: Description Grammar: Plural Possessive Nouns Weekly Writing: Directions Trait of the Week: Organization Research Skill: Paraphrase Sources

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.1d Provide a concluding statement or section. L.3.2d Form and use possessives. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented

Digraphs sh, th, ph, tch alphabet athlete catch chapter English fashion father flash nephew other pitcher shrink trophy watch weather




in diverse media and formats, including visually, quantitatively, and orally. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Oct. 27-Oct.31

Week 6 INTERACTIVE UNIT REVIEW UNIT 2 BENCHMARK TEST to be completed by Oct.

31 UNIT 2 Objective/Skills Review.


UNIT : 3 Smart Solutions Unit Question: How are people and nature connected DATES: November 3 – December 19


UNIT 3.1 November 3-7 Selection Vocabulary: area artificial grapevine preservative proof raise raisin Instructional Vocabulary: important ideas action verb card catalog homophone brain storm commercial

How Do You Raise a Raisin? Worms at Work • (SI) Raisins • (OL) In the Fields • (A) Grape Season Comprehension skill: Draw Conclusions Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Homophones/ Context Clues Fluency Skill: Expressions Spelling/Word Work: Contractions Speaking and Listening: Commercials Grammar: Action/Linking Verbs Weekly Writing: Fiction Trait of the Week: Voice Research Skill: Card Catalog

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.3c Use temporal words and phrases to signal event order. L.3.3a Choose words and phrases for effect.* W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1e Form and use the simple (e.g., I

Contractions can’t didn’t hasn’t haven’t he’d I’d let’s she’d should’ve they’ll wasn’t we’d when’s won’t you’ll




walked; I walk; I will walk) verb tenses. SL.3.1d Explain their own ideas and understanding in light of the discussion. W.3.7 Conduct short research projects that build knowledge about a topic.




UNIT 3.2 November 10-14 Selection Vocabulary: antlers imagined languages narrator overhead poked Instructional Vocabulary: glossary plot inferring summary myth thesaurus

Pushing Up the Sky Catch It and Run! • (SI) The Hunters and the Elk • (OL) The Thunder and the Lightning Men • (A) Grandmother Spider Steals the Sun Comprehension skill: Literary Elements Comprehension strategy: Inferring Vocabulary Strategy/Skill: Unknown words/ Dictionary/ Glossary Fluency Skill: Accuracy Spelling/Word Work: Prefixes (un, re, mis, dis, non) Speaking and Listening: dramatization Grammar: Main and Helping Verbs Weekly Writing: Drama- Play Trait of the Week: Sentences Research Skill: Thesaurus

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.3c Use temporal words and phrases to signal event order. L.3.3a Choose words and phrases for effect.* W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1d Explain their own ideas and understanding in light of the discussion. W.3.7 Conduct short research projects that build knowledge about a topic. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events L.3.4 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. L.3.4d Use glossaries or beginning

Prefixes un-, re-, mis-, dis- disagree disappear dishonest dislike mislead misspell mistake react recall replace rewrite unhappy unknown unload unroll




dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.5 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. W.3.7 Conduct short research projects that build knowledge about a topic.




UNIT 3.3 November 17-November 21 Selection Vocabulary: dim gas gigantic ladle patterns shine temperature Instructional Vocabulary: graphic sources investigate almanac greeting subject verb agreement expository text

Seeing Stars Scien-Trickery: Riddles in Science • (SI) Pictures in the Sky • (OL) Meet the Stars • (A) Animal Tracking Comprehension skill: Graphic Sources Comprehension strategy: Text Structure Vocabulary Strategy/Skill: Unknown words/ Dictionary Glossary Fluency Skill: Appropriate Phrasing Spelling/Word Work: Spellings of j, s, and k Speaking and Listening: Voicemail Message Grammar: Subject-Verb Agreement Weekly Writing: Formal Letter Trait of the Week: Conventions Research Skill: Almanac

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3d Read grade-appropriate irregularly spelled words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RI.3.7 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). RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). L.3.4 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. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4b Read grade-level prose and poetry

Consonant Sounds /j/ and /k/ brake budge change clock crack edge jacket judge kitten large mark orange page pocket ridge




orally with accuracy, appropriate rate, and expression on successive readings. L.3.1f Ensure subject-verb and pronoun-antecedent agreement.* W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. W.3.7 Conduct short research projects that build knowledge about a topic.




UNIT 3.4 December 1- December 5 Selection Vocabulary anxiously bay blizzards channel chipped melody supplies surrounded symphony Instructional Vocabulary generalize resolution rate past tense news article magazine article

A Symphony of Whales He Listens to Whales • (SI) Rescuing Whales • (OL) What a Day! • (A) Whales and Other Amazing Animals Comprehension skill: Generalize Comprehension strategy: Story Structure Vocabulary Strategy/Skill: Context Clues/Unfamiliar Words Fluency Skill: Rate Spelling/Word Work: Suffixes -ly, - ful, -ness, -less, -able, -ible Speaking and Listening: Description Grammar: Past, Present, Future Tenses Weekly Writing: News Article Trait of the Week: Sentences Research Skill: Take Notes and Record Findings

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). RL.3.7 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) RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1i Produce simple, compound, and complex sentences. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Suffixes –ly, -ful, -ness, -less beautiful cheerful daily fairness finally helpful illness kindness painful quietly safely spotless suddenly wireless worthless




L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2b Develop the topic with facts, definitions, and details.




UNIT 3.5 December 8-December 12 Selection Vocabulary incredible lofty noble search stinging survivors topic unseen waterless Instructional Vocabulary cause effect rhyme oral report skim/scan description irregular verbs

Around One Cactus The Water Cycle • (SI) The Field Trip • (OL) Desert Life • (A) Coral Reefs Comprehension skill: Cause and Effect Comprehension strategy: Predict and Set Purpose Vocabulary Strategy/Skill: Word Structure/Prefixes and Suffixes Fluency Skill: Expression Spelling/Word Work: Consonant Patterns wr, kn, gn, st, mb Speaking and Listening: Oral Report Grammar: Irregular Verbs Weekly Writing: Writing for Tests: Expository Text Trait of the Week: Word Choice Research Skill: Newspaper

L.3.4 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. L.3.4b 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). RF.3.4 Read with sufficient accuracy and fluency to support comprehension. L.3.3a Choose words and phrases for effect.* W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1d Form and use regular and irregular verbs.

Words with wr, kn, mb, gn assign climb crumb design gnaw knit knob knot know lamb thumb wrench wrinkle wrist written




SL.3.4 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. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories




Dec.15-19 Week 6 INTERACTIVE UNIT REVIEW

UNIT 3 BENCHMARK TEST to be completed by Dec.19

UNIT 3 Objective/Skills Review.


UNIT : 4 One of a Kind Unit Question: What does it mean to be unique? DATES: January 6- February 14


UNIT 4.1 January 6-9 Selection Vocabulary: basketball disease freeze guard popular sports study terrible Instructional Vocabulary: pronoun presentation timeline irregular plural autobiography

text feature

The Man Who Invented Basketball My Turn at Bat: The Story of My Life • (SI) The Winning Point • (OL) A Trip • (A) Extraordinary Athletes Comprehension skill: Generalize Comprehension strategy: Summarize Vocabulary Strategy/Skill: Unfamiliar words/ Context Clues Fluency Skill: Accuracy Spelling/Word Work: Irregular Plurals Speaking and Listening: presentation Grammar: Singular and Plural Pronouns Weekly Writing: Persuasive Text Trait of the Week: Focus/ Ideas Research Skill: Dictionary

RF.3.3d Read grade-appropriate irregularly spelled words. L.3.1b Form and use regular and irregular plural nouns. L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.3 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. L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-

Plurals banjos children cuffs elves feet geese halves heroes knives men mice scarves sheep wolves women




specific expectations for writing types are defined in standards 1–3 above.) W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.3c Use temporal words and phrases to signal event order. L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.4 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.




UNIT 4.2 January 12-16 Selection Vocabulary: Average depth deserts erupted outrun peak tides waterfalls Instructional Vocabulary: “r” controlled cue punctuation legend author’s craft graph

Hottest, Coldest, Highest, Deepest Paul Bunyan and the Great Lakes • (SI) How to Measure the Weather • (OL) Measuring the Earth • (A) Largest, Fastest, Lightest, Longest Comprehension skill: Graphic Sources Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Unknown words/ dictionary/ glossary Fluency Skill: Appropriate Phrasing and Punctuation Cues Spelling/Word Work: r-Controlled Vowels Speaking and Listening: Weather Forecast Grammar: Subject and Object Pronouns Weekly Writing: Imaginative Story Trait of the Week: Conventions Research Skill: Bar Graphs

W.3.7 Conduct short research projects that build knowledge about a topic. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RI.3.7 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). RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. L.3.4 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. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

Vowels with r certain dirty early earn earth herself nerve perfect third thirsty verb word workout world worm




sentences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.1f Ensure subject-verb and pronoun-antecedent agreement.* SL.3.5 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. W.3.7 Conduct short research projects that build knowledge about a topic.




UNIT 4.3 January 20-23 Selection Vocabulary: attic board chores customer labeled spare stamps Instructional Vocabulary: biography complex sentences fact/ opinion idioms possessive pronouns problem/ solution

Rocks in His Head Marvelous Marble Mania • (SI) Grandpa’s Rock Kit • (OL) Fun with Hobbies and Science! • (A) Gemstones Around the World Comprehension skill: Fact and Opinion Comprehension strategy: Inferring Vocabulary Strategy/Skill: Multiple- Meaning words/ context clues Fluency Skill: Expression Spelling/Word Work: Prefixes (pre, mid, over, out, bi, de) Speaking and Listening: Interview Grammar: Possessive Pronouns Weekly Writing: Biography Trait of the Week: Sentences Research Skill: Online Information

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3 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. L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L.3.4 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 L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include

Prefixes pre-, mid-,over-, out- midnight midpoint Midwest outdoors outfield outgoing outline outside overdue overflow overgrown overtime prefix pretest




illustrations when useful to aiding comprehension. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)




UNIT 4.4 January 26 – January 30 Selection Vocabulary: drowned strokes medals current continued stirred celebrate Instructional Vocabulary: heading contraction notes word choice apostrophe subheading

American Champion Swimmer Gertrude Ederle Women Athletes • (SI) Across the English Channel • (OL) Great Women in U.S. History • (A) Changing Times Comprehension skill: Fact and Opinion Comprehension strategy: Questioning Vocabulary Strategy/Skill: Multiple meaning words/ Context Clues Fluency Skill: Appropriate Phrasing Spelling/Word Work: Suffixes (er, or, ess, ist) Speaking and Listening: Sportscast Grammar: Contractions Weekly Writing: Autobiography Trait of the Week: Organization Research Skill: Bar Graph

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3 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. L.3.4 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. L.3.4b 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). RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.4 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

Suffixes –er, -or, -ess, -ist actress artist chemist conductor dentist editor hostess investor lioness organist seller shipper swimmer tourist




defined in standards 1–3 above.) W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. W.3.7 Conduct short research projects that build knowledge about a topic. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.




UNIT 4.5 February 2-6 Selection Vocabulary: clutched echoed gully reeds scramble thatch valley Instructional Vocabulary: outline prepositional phrase folk tale preposition syllable transition word

Fly, Eagle, Fly! Purple Coyote • (SI) Swimming Like Buck • (OL) Buddy Ran Away • (A) Toby the Smart Dog Comprehension skill: Cause and Effect Comprehension strategy: Monitor and Clarify Vocabulary Strategy/Skill: Unknown words/ Dictionary/ Glossary Fluency Skill: Rate Spelling/Word Work: Syllables VCCCV Speaking and Listening: Book Review Grammar: Prepositions Weekly Writing: Summary Trait of the Week: Word Choice Research Skill: Outlining/ Summarizing

RF.3.3c Decode multisyllable words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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. L.3.4 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. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3c Use temporal words and phrases to signal event order. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

Syllable pattern VCCCaddress children complete contrast control district explode hundred inspect instant monster pilgrim sample substance surprise




Feb. 9-13

and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Week 6 INTERACTIVE UNIT REVIEW

February 9-13!! ! ! ! UNIT 4 BENCHMARK TEST to be completed by Feb. 13th UNIT 4

Objective/Skills Review.


UNIT : 5 Cultures Unit Question: What happens when two ways of life become together? DATES: Feb 17 – April 2


UNIT 5.1 Feb.17-20 Selection Vocabulary: cotton festival graceful handkerchief paces pale rhythm snug Instructional Vocabulary adjective demonstration detail newsletter letter-to-the editor fiction

Suki’s Kimono Clothes: Bringing Cultures Together • (SI) A Tea Party with Obachan • (OL) Cowboy Slim’s Dude Ranch • (A) His Favorite Sweatshirt Comprehension skill: Compare and Contrast Comprehension strategy: Visualize Vocabulary Strategy/Skill: Context Clues/Synonyms Fluency Skill: Rate Spelling/Word Work: Syllable Pattern CV/VC Speaking and Listening: Introduction Grammar: Adjectives and Articles Weekly Writing: Letter to the Editor Trait of the Week: Organization Research Skill: Newsletter

RF.3.3c Decode multisyllable words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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. RL.3.7 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) RL.3.10 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. L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RL.3.5 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. L.3.5c Distinguish shades of meaning

Syllable Pattern CV/VC audio create duo idea medium patio piano pioneer radio rodeo stadium studio trio video violin




among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. W.3.7 Conduct short research projects that build knowledge about a topic.




UNIT 5.2 Feb. 23-27 Selection Vocabulary: bouquet circus difficult pier nibbling soars swallow Instructional Vocabulary: first person conventions superlative adjective third person comparative - adjective personal - narrative

I Love Saturdays y Domingos Communities Celebrate Culture • (SI) Celebrate Independence Day • (OL) Celebrate Around the World • (A) Life Overseas Comprehension skill: Main Idea and Details Comprehension strategy: Inferring Vocabulary Strategy/Skill: Context Clues/Homophones Fluency Skill: Accuracy Spelling/Word Work: Homophones Speaking and Listening: Drama Grammar: Comparative and Superlative Adjectives Weekly Writing: Personal Narrative Trait of the Week: Conventions Research Skills: Maps

CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.L.3.4 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. ! CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3 Demonstrate command of the




conventions of standard English grammar and usage when writing or speaking. L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3d Provide a sense of closure SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.




UNIT 5.3 Mar. 2-6 Selection Vocabulary: airport cellar curious delicious described farewell homesick memories raindrops Instructional Vocabulary: adverb rising action atlas free verse mood article

Good-bye, 382 Shin Dang Dong Sing a Song of People • (SI) A Child’s Life in Korea • (OL) Joanie’s House Becomes a Home • (A) It’s a World of Time Zones Comprehension skill: Sequence Comprehension strategy: Monitor and Clarify Vocabulary Strategy/Skill: Word Structure/Compound Words Fluency Skill: Expression and Punctuation Cues Spelling/Word Work: Vowel patterns for /o/ Speaking and Listening: Song or Poem Grammar: Adverbs Weekly Writing: Poetry: Free Verse Trait of the Week: Word Choice Research Skill: Atlas

Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.7 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) L.3.4 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. Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy,

Vowel Sound in ball author because bought brought could daughter enough faucet fought sausage should taught through touch




appropriate rate, and expression on successive readings. Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. L.3.3a Choose words and phrases for effect.* W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.5 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. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.




Unit 5.4 Mar.16-20 Selection Vocabulary: bakery batch boil braided dough ingredients mixture Instructional Vocabulary: advertisement comparative adverb climax imitation superlative adverb narration

Jalapeno Bagels Foods of Mexico: A Delicious Blend • (SI) The World of Bread! • (OL) Kapuapua’s Magic Shell • (A) Mixing, Kneading, and Baking Comprehension skill: Draw Conclusion Comprehension strategy: Summarize Vocabulary Strategy/Skill: Context Clues/Unfamiliar Words Fluency Skill: Accuracy Spelling/Word Work: Vowel patterns ei and eigh Speaking and Listening: Media Literacy: Radio Advertisement Grammar: Comparative and Superlative Adverbs Weekly Writing: Invitation Trait of the Week: Focus/Ideas Research Skill: Outlining

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.7 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) L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.2a Introduce a topic and group related information together; include illustrations when useful

Vowel Patterns ei and eigh ceiling conceited deceive eighteen either freight height leisure neighbor neither protein receive sleigh weigh weight




to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. SL.3.1 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. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.




UNIT 5.5 Mar.23-27 Selection Vocabulary: cardboard feast fierce flights pitcher ruined stoops treasure Instructional Vocabulary: conjunction eye contact interview conflict historical-fiction critique

Me and Uncle Romie Country to City • (SI) A Walk Around the City • (OL) Bobby’s New Apartment • (A) Let’s Go Have Fun! Comprehension skill: Author’s Purpose Comprehension strategy: Background Knowledge Vocabulary Strategy/Skill: Context Clues/Homonyms Fluency Skill: Appropriate Phrasing Spelling/Word Work: Suffixes -y, - ish, -hood, -ment Speaking and Listening: Retelling Grammar: Conjunctions Weekly Writing: Book review Trait of the Week: Conventions Research Skill: Electronic Text

RF.3.3b Decode words with common Latin suffixes. L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). .RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.7 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) RI.3.6 Distinguish their own point of view from that of the author of a text. L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1i Produce simple, compound, and complex sentences. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Suffixes –y, -ish, -hood, -ment bumpy childhood childish crunchy foolish movement neighborhood parenthood payment rainy rocky selfish shipment sleepy treatment




L.3.1h Use coordinating and subordinating conjunctions. SL.3.1 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. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

March 30-April 2

Week 6

INTERACTIVE UNIT REVIEW

! ! ! ! ! UNIT 5 BENCHMARK TEST to be completed by Apr.2! ! UNIT 5

Objective/Skills Review.


UNIT : 6 Freedom Unit Question: What does freedom mean? DATES: April 6 – May 15





UNIT 6.1 April 6-10 Selection Vocabulary: crown Liberty models symbols tablet torch unforgettable unveil Academic Vocabulary: capitalization proper noun chronological order focus announcement

textbook

The Story of the Statue of Liberty A Nation of Immigrants • (SI) The Statue of Liberty: A Gift from France • (OL) Symbols, Signs, and Songs of America • (A) The French Connections Comprehension skill: Fact and Opinions Comprehension strategy: Questioning Vocabulary Strategy/Skill: Prefixes/Word Structure Fluency Skill: Rate Spelling/Word Work: Vowel Sounds Speaking and Listening: Announcement Grammar: Capitalization Weekly Writing: Text Features Trait of the Week: Focus/Ideas Research Skill: Time Line

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. L.3.4b 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). RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.4a Read grade-level text with purpose and understanding. W.3.2b Develop the topic with facts, definitions, and details. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. L.3.2a Capitalize appropriate words in titles. W.3.3c Use temporal words and phrases to signal event order. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases

Vowel sounds in tooth and cook balloon bookmark bushel chew cookie cushion few fruit glue goose noodle school suit Tuesday true




(e.g., because, therefore, since, for example) to connect opinion and reasons.




UNIT 6.2 April 13-17 Vocabulary: Selection Vocabulary: bows chilly foolish foreign narrow purchase recipe

Happy Birthday Mr. Kang Once Upon a Constitution • (SI)New York’s Chinatown • (OL) A Pet Bird • (A) China’s Special Gifts to the World Comprehension skill: Cause and Effect Comprehension strategy: Inferring Vocabulary Strategy/Skill: Antonyms/Context Clues Fluency Skill: Appropriate Phrasing Spelling/Word Work: Schwa spelled with an a, e, i, o, u, and y Speaking and Listening: Express an Opinion Grammar: Abbreviations Weekly Writing: Limerick Trait of the Week: Organization Research Skill: Map

L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.3.4 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. SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. W.3.5 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 here.) W.3.4 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.) L.3 Demonstrate command of the

Schwa above afraid animal another circus family gallon item melon nickel open paper sugar travel upon




conventions of standard English grammar and usage when writing or speaking. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RI.3.7 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). W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.




UNIT 6.3 April 20-24 Selection Vocabulary: bows chilly foolish foreign narrow purchase recipe Academic Vocabulary: chart caption accuracy photo essay palindrome personification

Talking Walls: Art for the People The History of Palindromes • (SI) One Forest, Different Trees • (OL) Lily’s Adventure Around the World • (A) Painters of Murals Comprehension skill: Graphic Sources Comprehension strategy: Important Ideas Vocabulary Strategy/Skill: Unknown words/Dictionary/ Glossary Fluency Skill: Accuracy Spelling/Word Work: Final Syllables (tion, ion, ture, ive, ize) Speaking and Listening: Media Literacy/Talk Show Grammar: Combining Sentences Weekly Writing: Description Trait of the Week: Word Choice Research Skill: Alphabetical Order

CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes. CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CCSS.ELA-Literacy.RI.3.7 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). CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.L.3.4 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 CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and

Words with –tion, -sion, -ture action celebration collision creature culture direction division feature fiction furniture mansion question sculpture vacation vision




expression on successive readings. L.3.3a Choose words and phrases for effect.* W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. L.3.1h Use coordinating and subordinating conjunctions. L.3.1i Produce simple, compound, and complex sentences. L.3.1i Produce simple, compound, and complex sentences. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.




W.3.5 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 here.)




Unit 6.4 April 27-May 1

Selection Vocabulary: discovery scoop crystal journey joyful disappeared unaware goal Academic Vocabulary: comma closing pull down menu dialogue imagery word spacing

Two Bad Ants Hiking Safety Tips • (SI) Swimming in a School • (OL) The Three Bears and Goldilocks • (A) The Best Field Trip Comprehension skill: Plot and Theme Comprehension strategy: Story Structure Vocabulary Strategy/Skill: Prefixes/Suffix/Word Structure Fluency Skill: Rate Spelling/Word Work: Prefixes -im, -in Speaking and Listening: Descriptions Grammar: Using commas Weekly Writing: Text Features Trait of the Week: Using commas Research Skills: Electronic Text

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 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. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. L.3.2b Use commas in addresses. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Multisyllabic words: carefully gracefully impossibly leadership misbehaving oncoming overdoing ownership reappeared refreshment remarkable unacceptable unbearably uncomfortable unprepared




UNIT 6.5 May 4-8 Selection Vocabulary: aqueducts content crouched guidance honor pillar thermal Academic Vocabulary: homograph foreshadowing quotation quotation marks parentheses journal

Atlantis The Monster in the Maze • (SI) Greek Myths • (OL) Sweet Freedom! • (A) Free in the Sea Comprehension skill: Generalize Comprehension strategy: Inferring Vocabulary Strategy/Skill: Homographs/Conext Clues Fluency Skill: Expression Spelling/Word Work: Related Words Speaking and Listening: Song Grammar: Quotations and Parentheses Weekly Writing: Genres Trait of the Week: Word Choice Research Skill: Quote Source/ Paraphrase Source

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. L.3.2c Use commas and quotation marks in dialogue. L.3.4 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. L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Related Words: ability able cloth clothes deal dealt mean meant natural nature pleasant please sign signs signature




May 11-15

L.3.6 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).

Week 6 INTERACTIVE UNIT REVIEW

Unit 6 Benchmark Test to be completed By May 15

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third grade ela pacing guide - itawamba county school...

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