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Third Grade Language Arts Curriculum 2010

Month Standard Learning Activity Assessment Interdisciplinary Connections

September/October

Theme: Adventure Stories Fiction

RL.3.1Ask and answer questions and make relevant connections to demonstrate understanding of text, referring explicitly to the text as the basis for the answers. RL.3.2Recount stories including fables, folktales, and myths from diverse cultures: determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the to the plot. RL.3.4Determine the meaning of words and phrases as they are used in a text,

Reading Strategies: Summarize Monitor/Clarify/Predict/inferPhonics/decoding

Comprehension:Respond to the story by answeringquestions in complete sentencesRead a story and response to prompts focusing on making of inferences, cause and effect

Teacher observation

Theme tests Rubrics Completed

workbook page Paper pencil

tests Projects Writing; first

drafts, final piece

Oral presentation

Student small group discussion using

One of Kagan’s cooperative structures

21st Century Life and Careers 9.1.4.A.1,2,5 9.1.4.B.1

Visual Arts and Performance 1.3.5.C.1 1.3.5.C.2

Technology 8.1.3.F.1 Social

Studies 6.1.3.D.13,15

distinguishing literal from nonliteral language RL.3.5Refer 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. RL.3.6Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how and how key events occur). RL.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the central message/theme, lesson, and /or moral, settings, and plots of stories written by the same author about

the same or similar characters (e.g. in books from a series). RL.3.10By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.3.4Read with sufficient accuracy and fluency to support comprehension RF.3.4.ARead on level text with purpose and understanding RF.3.4.BUse context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.3.3.CKnow and apply grade-level phonics and word RF.3.3.AIdentify and know the meaning of the most common prefixes and derivational suffixes common prefixes

DecodingLonger words:Base words, syllabicationInflected endings, ed, ingShort vowels a,e,i,o,u,Vowel consonant e patternShort vowels a, e, i, o, uVowel consonant-e pattern

RF.3.3.BRead grade-appropriate irregularly spelled words. RF.3.3.CDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RF.3.3.DCapitalize appropriate words in titles. W.3.3.AEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally W.3.3.BUse dialogue and descriptions of actions thoughts, and feelings to develop experiences and events or show the response of characters to situations W.3.3.CUse temporal words and phrases to signal event order. W.3.3.DProvide a sense of closure

Writing:Friendly letterUsing commas in dates and places,Response journal entryCapitalizing months and days, paragraph that explains, Transform questions

W.3.4With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.5.10Write routinely over extended time frames and shorter time frames for a range of discipline- W.3.6With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. SL.3.1Engage effectively in a range of collaborative discussions (one-on one, in groups, and teacher led) with diverse partners on

Listening/Speaking/Viewing:Students discuss storiesReadIntroduce each otherTell a story out loud

grade 3 topics and texts, building on others’ ideas a d expressing their own clearly. SL.3.1.AExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. SL.3.1.BFollow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and text discussions). SL.3.1.CAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.DExplain their own ideas and understanding in light of the discussion. SL.3.2Determine the main ideas

and supporting details of a text read aloud or information presented in diverse media and formats, including visually quantitatively, and orally. SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4Report 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 SL.3.6Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

Grammar:Identifying complete sentencesCorrecting sentence fragmentsKinds of sentences Capitalizing and punctuating sentencesSubjects and predicatesSentence combining

Vocabulary:Match definitions and key vocabularyIdentify words with multiple meaningsDictionary ABC orderMultiple meaning wordsParts of a dictionary

when writing L.3.2.ACapitalize appropriate words in titles L.3.2.BUse commas in addresses L.3.2.EUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words L.3.2.FUse spelling patterns and generalizations L.3.2.GConsult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3.AChoose words and phrases for effect L.3.3.BRecognize and observe differences between the conventions of spoken and written standard Englishdevelop real or imagined experiences or eventspurpose

L.3.4.AUse sentence-level context as a clue to the meaning of a word or phrase L.3.4.BDetermine the meaning of a new word formed when a known affix is added to the known word L.3.4.CUse a known root word as a clue to the meaning of an unknown word with the same root L.3.4.DUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases

November/December

CelebratingTraditionsNonfiction

RI.3.1Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers RI.3.2

Recount stories including fables, folktales, and myths from diverse

Reading Strategies Read aloud and silently Evaluate Question Summarize Monitor/clarify Phonics/decoding

Teacher observation




drafts, final piece



Technology 8.1.3.F.1

cultures: determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RI.3.4

Determine the meaning of general academic and domain-specific words and phrases in a text RI.3.5

Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.6

Distinguish their own point of view from that of the author of a text. RI.3.7

Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how and how key events occur). RI.3.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause /effect,

ComprehensionAuthor’s viewpointCategorize and clarifyNoting detailsTopicMain ideaSupporting details

Oral presentation



Social Studies

6.1.3.D.13,15 Math

3.MD.1-2

first/second/third in a sequence) to support specific points the author makes in the text. RI.3.9

Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the most important points key details presented in two texts on the same topic. RL.3.10

By the end of the year, read and comprehend literary non-fiction at grade level text complexity or above, with scaffolding as needed. RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words RF.3.3.A

Identify and know the meaning of the most common prefixes and derivational suffixes RF.3.3.B

Decode words with

Decoding Longer wordsCompound wordsPluralsContractions with ‘s, n’t, ‘re, ‘llPlurals with words ending in ch, sh, x, s;Long vowels ai, ay, ee, eaLong o soundThree letter clusters and unexpected consonant patternsLong i sound spelled i, ie, igh

common Latin suffixes RF.3.3.C

Decode multi-syllable words RF.3.3.D

Read grade-appropriate irregularly spelled words. RF.3.4

Read with sufficient accuracy and fluency to support comprehension. RF.3.4.A

Read on-level text with purpose and understanding RF.3.4.B

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4.C

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.3.2

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

WritingParagraphs that compare and contrastCompound sentences with and/butCharacter sketchCorrecting run-on sentencesAnswer to a questionWriting complete sentencesNews articleWrite to an audienceProcess writing; instructions

W.3.2.AIntroduce a topic and group relatedinformation together; include text feature (e.g., illustrations, diagrams, captions) when useful to support comprehension. W.3.2.B

Develop the topic with facts, definitions, and details. W.3.2.C

Use linking words and phrases to connect ideas within categories of information W.3.2.D

Provide a conclusion. W.3.3

Write narratives to develop real or imagined experiences or events using narrative technique descriptive details, and clear event sequences W.3.3.A

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

W.3.3.BUse dialogue and descriptions of actions thoughts, and feelings to develop experiences and events or show the response of characters to situations W.3.3.C

Use temporal words and phrases to signal event order W.3.3.D

Provide a sense of closure W.3.4

With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6

With guidance and support from adults, use technology to produce and

publish writing as well as to interact and collaborate with 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. W.3.10

Write routinely over extended time frames (time for research, metacognition/self-correction and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences 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 a d expressing their own clearly..

Listening/Speaking/ViewingOral directionsTelephone messageView illustration for a purposeExplain a process

SL.3.1.AExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion SL.3.1.B

Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and text discussions). SL.3.1.C

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.D

Explain their own ideas and understanding in light of the discussion. 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. SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 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 SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.3.1.A

Explain the function of nouns, pronouns, verbs adjectives, and adverbs in

GrammarCommon nounsCommas in a seriesProper nouns;Punctuating and capitalizing people’s titlesSingular and plural nounsUsing exact nounsSpecial plural nounsProofreading for noun endingsinstructions

SpellingMore long vowel spellingsLong o soundThree-letter clusters and unexpected consonant patternsLong i sound

VocabularyWord familiesDictionary guide wordsRhyming wordsDefinitions

general and their functions in particular sentences L.3.1.B

Form and use regular and irregular plural nouns L.3.1.C

Use abstract nouns L.3.1.H

Use coordinating and subordinating conjunctions. L.3.1.I

Produce simple, compound, and complex sentences L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L.3.2.A

Capitalize appropriate words in titles L.3.2.E

Use conventional spelling for high-frequencyfrom the rest of the sentence (e.g.,It’s true, isn’td. Spell grade-appropriate words correctly,

Information and study skillsUsing the libraryConduct an interviewTaking notes

Outlining

and other studied words and for adding suffixes to base words L.3.2.F

Use spelling patterns and generalizations L.3.2.E

Consult reference materials, includingbeginning dictionaries, as needed to check and correct spellings L.3.3

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

Choose words and phrases for effect L.3.3.B

Recognize and observe differences between the conventions of spoken and written standard English L.3.4.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based ongrade 3 reading and content from a range of

strategies L.3.4.A

Use sentence-level context as a clue to the meaning of a word or phrase L.3.4.B

Determine the meaning of a new word formed when a known affix is added to the known word L.3.4.C

Use a known root word as a clue to the meaning of an unknown word with the same root L.3.4.D

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases L.3.5

Demonstrate understanding of word relationships and nuances in word meanings. L.3.5.A

Distinguish the literal and nonliteral meanings of words and phrases in context.

L.3.5.BIdentify real-life connections between words and their use L.3.5.C

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty 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

January/February

PioneersNon/Fiction

Incredible StoriesFiction


Recount stories including

Reading Strategies Evaluate; question Predict/infer Monitor/clarify Phonics/decoding

ComprehensionFantasy and realism

Teacher observation






fables, folktales, and myths from diverse cultures: determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the to the plot. RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language RL.3.5Refer 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. RL.3.6Distinguish their own pointfrom that of the narrator or

Following directionsDrawing conclusionsStory structure

drafts, final piece

Oral presentation




Studies 6.1.3.D.13,15

Health2.2.3.D.1

those of the characters. RL.3.7Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how and how key events occur). RL.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the central message/theme, lesson, and /or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g. in books from a series). RL.3.10By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RI.3.1Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea RI.3.3Describe 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 RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 3 topic or subject area RI.3.5Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.6Distinguish their own

point of view from that of the narrator or those of the characters RI.3.7Use information gained from illustrations and the words in a text to demonstrate understanding of the text RI.3.8Describe the logical connection between particular sentences and paragraphs in a text RI.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the most important points key details presented in two texts on the same topic. RI.3.10By the end of the year, read and comprehend literary non-fiction at grade level text complexity or above, with scaffolding as needed. RF.3.3

Know and apply grade-

Decoding Longer WordsPlurals in nouns ending in f or feWords ending –er and –est; suffixes –y and –ly; prefixes un-, dis-, and non-Vowel sounds in clown and lawnVowel + /r/ sounds; /j/, /k/, and /kw/ soundHomophones

level phonics and word analysis skills in decoding words RF.3.3.A


Decode words with common Latin suffixes RF.3.3.C



Read with sufficient accuracy and fluency to support comprehension. RF.3.4.A



Use context to confirm or self-correct word

WritingJournal entryVoice in a journalThank-you noteCommas for direct addressOpinion paragraphUsing commas with introductory phrases

recognition and understanding, rereading as necessary. W.3.1

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

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

Provide reasons that support the opinion. W.3.1.C

Use linking words and phrases W.3.1.D

Provide a conclusion W.3.3

Write narratives to develop real or imagined experiences or events using narrative technique descriptive details, and clear event sequences W.3.3.A

Establish a situation and introduce a narrator and/or characters; organize an

DialogueCapitalizing and punctuation with quotations

event sequence that unfolds naturally W.3.3.B

Use dialogue and descriptions of actions thoughts, and feelings to develop experiences and events or show the response of characters to situations W.3.3.C

Use temporal words and phrases to signal event order W.3.3.D

Provide a sense of closure W.3.4



With guidance and support

from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.8



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 a d expressing their own clearly.

Listening/Speaking/ViewingView an illustrationReader’s theaterConversationDebate

SL.3.1.AExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion SL.3.1.BFollow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and text discussions). SL.3.1.C

Ask questions to check understanding of information presented, stay on topic, and link their comments to theremarks of others. SL.3.1.D





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 SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail orclarification L3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L3.1.D

Form and use regular and irregular verbs.

VocabularyUsing contextChoosing the correct meaningPronunciation keyUsing a thesaurus

SpellingVowel sounds in clown and lawnVowel + /r/ sounds; /j/, /k/, and /kw/ soundHomophones

GrammarPossessive nounsProofreading for apostrophesIdentifying verbsUsing exact verbsPresent time verbsSubject-verb agreementPast time and future time verbsKeeping tenses consistent

Information and Study Skills

Using newspapers to find information

L3.1.EForm and use the simple verb tenses L.3.1.F

Ensure subject-verb and pronoun-antecedentagreement L.3.1.H



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

L.3.2.ACapitalize appropriate words in titles L.3.2.B

Use commas in addresses L.3.2.C

Use commas and quotation marks in dialogue.

Using an atlas Using an encyclopedia Using charts, tables, and graphs

L.3.2.DForm and use possessives L.3.2.E

Use conventional spelling for high-frequencyfrom the rest of the sentence (e.g.,It’s true, isn’td. Spell grade-appropriate words correctly,and other studied words and for adding suffixes to base words L.3.2.F

Use spelling patterns and generalizations L.3.2.G


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


Recognize and observe

differences between the conventions of spoken and written standard English L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based ongrade 3 reading and content from a range of strategies L.3.4.A



Use a known root word as a clue to the meaning of an unknown word with the same root L.3.4.D

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases.

L.3.5Demonstrate understanding of word relationships and nuances in word meanings. L.3.5.A

Distinguish the literal and nonliteral meanings of words and phrases in context L.3.5.B

Identify real-life connections between words and their use L.3.5.C


Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships

March/April;

Pioneers

RI.3.1Ask and answer questions and make relevant

Reading StrategiesEvaluateSummarizeMonitor/clarify

Teacher observation

Theme tests

21st Century Life and Careers

Non/Fiction

Animal HabitatsNonfiction

connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers RI.3.2Recount stories including fables, folktales, and myths from diverse cultures: determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RI.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the to the plot. RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 3 topic or subject area RI.3.5Use text features and search tools to locate

Phonics/decoding

ComprehensionFact and opinionCompare/contrastMaking judgments

Rubrics Completed



drafts, final piece

Oral presentation



9.1.4.A.1,2,5 9.1.4.B.1



Studies 6.1.3.D.13,15

Science3-LS4-33-LS4-2

World Languages7.1.NM.B.5

Health2.2.3.D.1

information relevant to a given topic efficiently. RI.3.6Distinguish their own point of view from that of the narrator or those of thecharacters RI.3.7Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how and how key events occur). RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause /effect, first/second/third in a sequence) to support specific points the author makes in the text. RI.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the central message/theme, lesson, and /or moral, settings,

Decoding Longer Words

and plots of stories written by the same author about the same or similar characters (e.g. in books from a series). RI.3.10By the end of the year, read and comprehend literary non-fiction at grade level text complexity or above, with scaffolding as needed. RF.3.3






Read with sufficient

Syllabication and review; word endings –ed and –ingChanging y to iPrefixes un-, re- andSuffixes –ful, -ly, -erVowel + r sound in hair

accuracy and fluency to support comprehension. RF.3.4.A

Read on-level text with purpose and understanding

RF.3.4.BRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4.C


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

Introduce a topic and group relatedinformation together; include text feature (e.g., illustrations, diagrams, captions) when useful to support comprehension.

WritingTaking notesChoosing what’s importantWriting a poemUsing exact verbsA problem solution essayVarying sentence typesProcess writing- research report

W.3.2.BDevelop the topic with facts, definitions, anddetails. W.3.2.C





With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

W.3.7Conduct short research projects that build knowledge about a topic W.3.8



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 a d expressing their own clearly.

Listening/Speaking/ViewingLiterature discussionView and evaluate mediaAnnouncements

SL.3.1.AExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion SL.3.1.B

Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and text discussions SL.3.1.C






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 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 SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail orclarification

SpellingConsonant clustersDiagraphs ch, sh, tch, wh, wrVowel + r sound in hairAdded endings- prefixes and suffixes

VocabularyDictionary parts of speech, multiple-meaning words, base words and inflected forms

GrammarUsing forms of the verb beHelping verbsSentence combining with helping verbsIrregular verbsUsing the correct verb form

Information and Study SkillsMultimedia resourcesSkim and scanAdjusting reading rate

L3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L3.1.D

Form and use regular and irregular verbs. L3.1.E

Form and use the simple verb tenses L.3.1.F

Ensure subject-verb and pronoun-antecedentagreement L.3.1.H



Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L.3.2.A

Capitalize appropriate

words in titles L.3.2.B


Use commas and quotation marks in dialogue L.3.2.D

Form and use possessives L.3.2.E




Use knowledge of language and its conventions when writing,

speaking, reading, or listening L.3.3.A


Recognize and observe differences between the conventions of spoken and written standard English L.3.4




Use a known root word as a clue to the meaning of an unknown word with the same root.

L.3.4.DUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases L.3.5





Acquire and use accurately grade-appropriate conversational, general academic, and domain

specific words and phrases, including those that signal spatial and temporal relationships

May/June

VoyagersSmart SolutionsFiction/Nonfiction


Recount stories including fables, folktales, and myths from diverse cultures: determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the to the plot. RL.3.4Determine the meaning of words and phrases as they are used in a text,

Reading StrategiesQuestionPredict/inferMonitor/clarifyPhonics/decodingEvaluateSummarize

ComprehensionMaking inferencesPredicting outcomesText organizationProblem solvingDrawing conclusionsMaking generalizations

Teacher Observation




drafts, final piece

Oral presentation





Technology 8.1.3.F.1

Social Studies

6.1.3.D.13,15 Science

3-LS4-23-LS4-3

Math3.MD.3

distinguishing literal from nonliteral language RL.3.5Refer 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. RL.3.6Distinguish their own pointfrom that of the narrator orthose of the characters. RL.3.7Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how and how key events occur). RL.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the central message/theme, lesson, and /or moral, settings, and plots of stories written by the same author about

the same or similar characters (e.g. in books from a series). RL.3.10By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea RI.3.3Describe 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 key details presented in two texts on the same

topic RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area RI.3.5Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.6Distinguish their own point of view from that of the narrator or those of thecharacters RI.3.7Use information gained from illustrations and the words in a text to demonstrate understanding of the text RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause /effect, first/second/third in a sequence) to support specific points the author

makes in the text. RI.3.9Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural conflict context, and background knowledge) the most important points key details presented in two texts on the same topic. RI.3.10By the end of the year, read and comprehend literary non-fiction at grade level text complexity or above, with scaffolding as needed. RF.3.3




Decode multi-syllable

Decoding Longer WordsSuffixes –less, and–nessPossessivesVCV, VCCV, VCCCV patternVowel sounds in tooth and cookVowel sound in boughtDouble consonants;ContractionsWord endings –er and leWords beginning with a- and be-Soft sound c and g

words RF.3.3.D


Read with sufficientaccuracy and fluency to support comprehension. RF.3.4.A




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

Introduce a topic and group relatedinformation together;

WritingWriting a playUsing exclamationsWriting a messageWriting complete informationWrite a learning log entryWriting dates and timesProcess writing- descriptionWriting an announcementOrdering important informationWrite a summaryParaphrasingWrite a persuasive essayTelling more with adverbs

include text feature (e.g., illustrations, diagrams, captions) when useful to support comprehension. W.3.2.B

Develop the topic with facts, definitions, anddetails. W.3.2.C





With guidance and support from adults, use

technology to produce and publish writing as well as to interact and collaborate with others. W.3.7

Conduct short research projects that build knowledge about a topic W.3.8



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,

Listening/Speaking/ Viewing Resolve a conflict Give a persuasive speech Dramatize a story Oral book report Nonverbal communication skills Group problem solving

building on others’ ideas a d expressing their own clearly. SL.3.1.A

Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion SL.3.1.B

Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and text discussions). SL.3.1.C



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. SL.3.3


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 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 SL.3.6

Speak in complete sentences when appropriate to task and

VocabularyDictionary- spelling tableSyllablesAnalogiesHomophonesSynonymsAntonyms

SpellingVowel sounds in tooth and cookVowel sounds in boughtVCCV patternWords that end with –er or –leWords that begin with a- or be-Contractions

GrammarSubject pronounsSentence combining with subject pronounsObject pronouns

situation in order to provide requested detail orclarification L3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.3.1.F

Ensure subject-verb and pronoun-antecedentAgreement L.3.1.G

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified L.3.1.H



Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

Using the correct verb formPossessive pronounsProofreading for its and it’sAdjectivesExpanding sentences with adjectivesUsing good and wellAdverbsExpanding sentences with adverbsinformation

Information and Study SkillsMultimedia reportGraphic organizersTime linesBilingual dictionaryFollowing directionsReal life reading

when writing L.3.2.A

Capitalize appropriate words in titles L.3.2.B


Use commas and quotation marks in dialogue L.3.2.D

Form and use possessives L.3.2.E



Consult reference materials, includingbeginning dictionaries, as needed to check and correct spellings.

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


Recognize and observe differences between the conventions of spoken and written standard English L.3.4




Use a known root word as

a clue to the meaning of an unknown word with the same root L.3.4.D

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases L.3.5





Acquire and use accurately grade-

appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships

· web viewknow and apply grade-level phonics and word rf.3.3.a identify and know the meaning...

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