Thi r dG a e - PC\|MACimages.pcmac.org/Uploads/KemperCounty/KemperCoun… · · 2013-08-13It should be used as a tool to assist teachers in planning and ... 2013-2014 Kemper County

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Third Grade

English-Language Arts

2013-14 Curriculum Guide

Kemper County Schools

2

Purpose and Use of the Documents

The Curriculum Guide represents an articulation of what students should know and be

able to do. The Curriculum Guide supports teachers in knowing how to help students

achieve the goals of the new standards and understanding each standard conceptually.

It should be used as a tool to assist teachers in planning and implementing a high quality

instructional program.

• The “At-a-Glance” provides a snapshot of the recommended pacing of instruction

across a semester or year.

• Learning targets (“I can” statements) and Criteria for Success (“I will” statements)

have been created by ISS teachers and are embedded in the Curriculum Guide to

break down each standard and describe what a student should know and be able

to do to reach the goal of that standard.

• The academic vocabulary or content language is listed under each standard. There

are 30-40 words in bold in each subject area that should be taught to mastery.

• The unpacking section of the Curriculum Guide contains rich information and

examples of what the standard means; this section is an essential component to

help both teachers and students understand the standards.

Teachers will be asked to give feedback throughout the year to continually

improve their Curriculum Guides.

3

College and Career Readiness Anchor Standards for Reading

The K-12 standards on the following pages define what students should understand and be able to do by the end of each

grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific

standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that

together define the skills and understandings that all students must demonstrate.

Key ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence

when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,

and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,

chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in

words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the

relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches

the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards

relevant to gathering, assessing, and applying information from print and digital sources.

4

College and Career Readiness Anchor Standards for Writing





Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the

subject under investigation.

8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and

integrate the information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

sitting or a day or two) for a range of tasks, purposes, and audiences.

* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’

5

College and Career Readiness Anchor Standards for Language





Conventions of Standard English

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

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

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing

meaningful word parts, and consulting general and specialized reference material, as appropriate.

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

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term important to comprehension or expression

6

College and Career Readiness Anchor Standards for Speaking and Listening





Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the

organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of

presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated

or appropriate.

Taken from Common Core Standards (www.corestandards.org)

7

2013-2014 Kemper County Schools – 3rd

Grade ELA 7

A Year at a Glance 1st Quarter

Reading Literature

• 3.RL.1a. I can write questions and answers to show that I understand what I read.

• 3.RL 1b. I can support my answers with evidence from the text.

• 3. RL 2a. I can determine the central message, lesson, or moral.

• 3. RL 2b. I can analyze the details from the story to explain the central message, lesson, or moral.

• 3.RL 3a. I can describe the traits of characters in a story.

• 3. RL.6a. I can form my own point of view on a topic.

• 3. RL 7. I can explain how illustrations help me to understand the story.

• 3.RL 10. I can independently read and understand a variety of literature.

• 3.RI 1. I can read and understand informational text.

Reading Informational Text

• 3.RI 2a.I can choose the main idea within an informational text.

• 3 RI 2b. I can find and explain key details that support the main idea within an informational text.

• 3.RI 4. I can determine the meanings of general vocabulary words in a text.

• 3.RI 7a. I can use illustrations to demonstrate understanding of the text.

• 3.RI 10. I can read and understand informational texts on the higher end of 2-3 grade level.

Reading Foundations

• 3.RF 3b. I can decode words.

• 3.RF 3d. I can read irregularly spelled words for third grade.

• 3.RF 4. I can read grade-level text fluently to increase comprehension.

Writing

• 3.W 3. I can create a real or imaginary product.

• 3.W 5a. I can plan my writing with the help of others.

• 3.W 10. I can write over a period of time.

Speaking and Listening

• 3.SL 1. I can actively engage in discussions in a variety of ways. (one on one, small groups, whole class, etc.).

• 3.SL 3a. I can ask questions based on oral presentations.

• 3.SL 3b. I can answer questions based on what I hear.

• 3.SL 6. I can express my ideas in complete thoughts.

Language

8


Grade ELA 8

• 3.L 1. I can use correct English grammar when writing or speaking.

• 3.L 2. I can use the correct capitalization, punctuation, and spelling when writing

• 3.L 3. I can apply my knowledge of language and its conventions when writing, speaking, reading, and listening.

• 3.L 4. I can interpret texts to find the meaning of words.

• 3.L 5. I can distinguish between literal and non-literal meanings of words and phrases.

• 3.L 6a. I can distinguish types of language needed for various interactions, such as conversation, classroom, and subject-

specific topics.

• 3.L 6b. I can use words that show place and time relationships.

2nd Quarter

Reading Literature

• 3.RL 2a. I can determine the central message, lesson, or moral from a story.

• 3.RL 2b. I can analyze details from the story to explain the central message, lesson, or moral.

• 3.RL 3b. I can interpret how characters’ actions lead to the sequence of events in a story.

• 3.RL 6b. I can determine the narrator’s or characters’ points of view.

• 3.RL 9b. I can compare and contrast the settings of stories written by the same author or about similar characters.

• 3. RL 9c. I can identify the plot of the story.



• 3.RI 2a. I can choose the main idea within an informational text.

• 3.RI 2b. I can find and explain key details that support the main idea within an informational text.

• 3.RI 3b. I can compare and contrast scientific ideas or concepts, or steps in a given process (technical procedures) in a text.

• 3.RI 5. I can use text features and search tools to locate relevant information.

• 3.RI 7b. I can use words in a text to demonstrate understanding of the text.


Reading Foundations

• 3.RF 3a. I can identify the meaning or prefixes and suffixes to help understand the meaning of words.

• 3.RF 3c. I can decode words with multiple syllables.


Writing

• 3.W 2a. I can gather data on a given topic.

• 3.W 2b. I can write an informative text to convey ideas and information clearly.

• 3.W 2c. I can use linking words and phrase (e.g., also another, and more, but) to connect ideas within categories of

information.

9


Grade ELA 9

• 3.W 2d. I can provide a concluding statement or section in my informative text.

• 3.W 4. I can choose and develop a type of writing based on my assignment.

• 3.W 7. I can research a given topic.

• 3.W 8a. I can use information from my experiences to write.

• 3.W 8b. I can gather information from print and digital sources to write.

• 3.W 10. I can write over a period of time.


• 3.SL 1. I can actively engage in discussions in a variety of ways.



• 3.SL 4. I can make an oral presentation.


Language


• 3.L 2. I can use the correct capitalization, punctuation, and spelling when writing.





specific topics.


3rd Quarter

Reading Literature

• 3.RL 4. I can determine when the author uses a word in a different way than it’s normally used.

• 3.RL 5a. I can understand the different parts of stories, dramas, and poems.

• 3.RL 6c. I can compare and contrast my own point of view with that of the narrator or characters.

• 3.RL 9a. I can compare and contrast the themes of stories written by the same author or similar characters.

• 3.RL 9d. I can compare and contrast the plots of stories written by the same author or about similar characters.



• 3.RI.3c. I can sequence historical events, scientific ideas, and technical procedures.

• 3.RI 6. I can compare my point of view with the author’s point of view through the use of text features and vocabulary.

• 3.RI 8. I can describe connections between sentences and paragraphs.

10


Grade ELA 10

• 3.RI 9. I can compare and contrast the most important points and key details in two texts.


Reading Foundations


Writing

• 3.RW 1. I can write my opinion on a topic and support it with reasons.

• 3.RW 5b. I can revise and edit my writing with the help of others.

• 3.RW 6. I can use technology to publish my writing.

• 3.RW 10. I can write over a period of time.



• 3.SL 2. I can explain the main idea and details presented in a variety of formats.



• 3.SL 4. I can make an oral presentation.

• 3.SL 5. I can create audio recordings using various media formats.


Language







specific topics.


specific topics.

4th Quarter

Reading Literature

• 3.RL 5b. I can determine how a chapter, scene, or stanza builds on the part before it.

• 3.RL 9a. I can compare and contrast the themes of stories written by the same author or similar characters.

• 3.RL 10. I can independently read and understand a variety of literature


11


Grade ELA 11

• 3.RI 3d. I can determine the cause and effect relating to historical events, scientific ideas, and technical procedures.


Reading Foundations


Writing

• 3.RW 10. I can write over a period of time.





• 3.SL 5. I can create audio recordings using various media formats.


Language







specific topics.


12


Grade ELA 12

Reading Literature - Key Ideas & Details

College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text.



Q1 Q2 Q3 Q4 Common Core Standard-Reading Literature

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

basis for the answers.

2a,

b,c

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.

3a 3b 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions

contribute to the sequence of events.

Unpacking: What does this standard mean that a student will know and be able to do?

Third grade students continue asking and answering questions to show they understand a text, and they are required to refer to the

text to support their answers. The genre of myths is added at this level and students are asked to both retell and explain how key

details communicate the message. They must be more specific in telling about characters concentrating on their traits, motivations, or

feelings. The focus is on how characters influence plot development.

Use questions and prompts such as:

• Who are the characters in this story?

• What are the most important events that happened in the story? How do you know?

• What lesson is this story teaching you?

• Where did the story take place? How do you know?

• Can you tell me how the character is feeling is this part of the story?

• Can you find the reasons why the character acted this way?

• How does this character affect what happens in the beginning or at the end of the story?

Essential Student Vocabulary: conclusion, fable, folktale, moral, myth,

traits

Essential Teacher Vocabulary:

13


Grade ELA 13

Learning Targets: “I Can” Criteria For Success: “I Will”

3RL1a. I can write questions and answers to show that I understand

what I’ve read.

I will create questions using the levels of Bloom’s Taxonomy

to ask others about what I’ve read, such as those that are

right there in the text, those that you think and search for,

those between you and the author, and those that are on

your own.

I will reread the text for my answers.

I will answer questions about what I’ve read.

3RL1b. I can support my answers with evidence from the text. I will read the question.

I will use key words from the question to look back in the

text to find evidence that supports the answer.

I will explain the evidence that supports my answer.

3RL2a. I can recount stories, including fables, folktales, and myths. I will retell fables, folktales, and myths, including the

problem, solution, key events, and characters.

3RL2b. I can determine the central message, lesson, or moral from a

story.

I will use key details in the story and actions of characters as

clues to the lesson in fables, folktales, or myths.

I will explain the moral or lesson of the story.

3RL2c. I can analyze details from the story to explain the central

message, lesson, or moral.

I will identify details in the text that support the central

message, lesson, or moral.

I will explain which details in the story helped me to figure

out the moral or lesson being learned by characters.

3RL3a. I can describe the traits of characters in a story. I will use a character’s actions, expressions, and words to

develop a description of that character.

3RL3b. I can interpret how characters’ actions lead to the sequence of

events in a story.

I will identify characters’ actions in the story.

I will explain how each action of a character affected the

next event in the story.

14


Grade ELA 14

Reading Literature - Craft & Structure

College and Career Readiness Anchor Standards for Reading 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.


4 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal

language.

5a 5b 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.

6a 6b 6c 6. Distinguish their own point of view from that of the narrator or those of the characters.

Unpacking: What does this standard mean that a student will know and be able to do?

Third grade students are required to tell the meaning of words and phrases in a text, noting the differences between literal and nonliteral

language. They continue to build on story structure when writing or speaking by describing how various parts build on one another not only in

stories, but in dramas and poems. At this level, students are required not only to establish the point of view but tell how their own point of view is

different from the narrator’s or the character’s.


• What do you do when you come to words you do not know? (use context)

• Why did the author choose this word?

• Does this word have other meanings than the way the author used it?

• Can you tell me what the parts of this story are called (chapters, stanzas, scenes) and how they are connected or organized (time order,

topic)?

• Think about what you read. Do you agree with the way the characters are thinking in this story? Do you agree with the way the narrator is

thinking in this story? How is your thinking the same or different?

•

Essential Student Vocabulary: scene, stanza, line, point of view,

narrator

Essential Teacher Vocabulary:

15


Grade ELA 15

Learning Targets: “I Can” Criteria For Success: “I Will”

3RL4. I can determine when the author uses a word in a different way

than it’s normally used.

I will explain the definition of literal and non-literal words.

I will distinguish between an author’s use of literal and non-literal words

and phrases.

I will determine the meaning of literal and non-literal words used in a

text.

3RL5a. I can understand the different parts of stories, dramas, and

poems.

I will use the word “chapter” when referring a part of a novel/short story.

I will use the word “paragraph” when referring to a specific part of a

novel or short story.

I will use the word “scene” when referring to a part of a play.

I will use the word “stanza” or “line” when referring to a part of a poem

or song.

3RL5b. I can determine how a chapter, scene, or stanza builds on the

part before it.

I will order the chapters, scenes, or stanzas of a text and describe how

one builds on the other.

3RL6.a. I can form my own point of view on a topic. I will use my own ideas and experiences to develop my own view or

opinion on a topic.

3RL6b. I can determine the narrator’s or characters’ points of view. I will use the narrator’s words or characters’ actions and words to

determine their view on a topic.

3RL6c. I can compare and contrast my own point of view with that of

the narrator or characters.

I will determine how my ideas are the same as the narrator’s/characters’.

I will determine how my ideas are different from the narrator’s/

characters’.

16


Grade ELA 16

Reading Literature - Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.


7 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).

8. (Not applicable to literature)

9c 9b 9d 9a 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).

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students must integrate pictures and written text to better understand different aspects of a story such as the mood, setting, and the

characters. Students are required to find similarities and differences in books with the same author and characters.


• What do the illustrations tell you about the mood of this book?

• Can you find where the mood is described in the story? How do the pictures help you understand the description of the mood?

• Look at these two books in the same series. What is the same about the setting in the two stories? What is different?

• How did these specific characters solve the problem in different ways across this series of stories?

• How are the problems these specific characters face similar across this series of stories?

Essential Student Vocabulary: theme, plot, mood, storyline Essential Teacher Vocabulary:

Learning Targets: “I Can” Criteria For Success: “I Will” 3RL7. I can explain how illustrations help me to understand the story. I will connect details in an illustration with the details about setting and

characters in the story.

I will examine the colors and other details from illustrations to determine

the mood of the story.

17


Grade ELA 17

3RL9a. I can compare and contrast the themes of stories written by the

same author or about similar characters.

I will read stories by the same author and look for details and situations

to determine the theme or main idea of each story.

I will read stories with similar characters and look for details and

situations to determine the theme or main idea of each story.

I will explain how the themes of the stories are alike and different.

3RL9b. I can compare and contrast the settings of stories written by the


I will read stories by the same author and look for details to determine

where each story takes place.

I will read stories with similar characters and look for details to

determine where each story takes place.

I will explain how the settings of the stories are alike and different.

3RL9c. I can identify the plot of a story. I will identify the characters and setting from a story.

I will identify the problem in a text and the rising action that leads to the

main character coming face to face with the problem.

I will identify how the character changes and how the problem is solved.

I will identify the conclusion in the story.

3RL9d. I can compare and contrast the plots of stories written by the


I will read stories by the same author and look for details and situations

to determine the plot or storyline of each story.

I will read stories with similar characters and look for details and

situations to determine the plot or story line of each story.

I will explain how the plots of the stories are alike and different.

18


Grade ELA 18

Reading Literature - Range of Reading and Level of Text Complexity

College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and proficiently.


10 10 10 10 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.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are capable of reading and understanding a variety of literature at the higher end of grades 2 and 3 instructional reading level

independently.

“The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a

grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they

are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing

number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.”

“Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter

appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in

school and life.

Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its

contents for students.

Essential Student Vocabulary: Essential Teacher Vocabulary: text complexity band (high-end Lexile

score for each grade level, i.e. Lexile-790)

Learning Targets: “I Can” Criteria For Success: “I Will” 3RL10. I can independently read and understand a variety of literature. I will independently read stories, dramas, and poetry to demonstrate

understanding.

19


Grade ELA 19

Reading Informational Text - Key Ideas and Details

College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when

writing or speaking to support conclusions drawn from the text.



Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Text

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

answers.

2a 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3a 3b 3c 3d 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.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are required to refer to the text to support their answers. Students must identify the main idea and find the most important

details that strengthen the main idea. At this level, students tell how historical events, scientific ideas or “how to” procedures are related in a text

by analyzing the sequence of events and the cause and effect.


• Think about what you read and create your own questions (being sure to refer to the text) about an important idea.

• What is the main idea of this text? How do you know?

• What are the important ideas in this text? How do you know?

• How are the important ideas connected to the main idea?

• Which step comes first? After that? What happened first? What happened after that?

• Can you tell me how these ideas are the same? Can you tell me how they are different?

Essential Student Vocabulary: main idea, cause, effect, historical

events

Essential Teacher Vocabulary: technical procedures, thinking maps,

graphic organizers, historical events, informational text

20


Grade ELA 20

Learning Targets: “I Can” Criteria For Success: “I Will” 3RI1a. I can read and understand informational text. I will create questions using the levels of Bloom’s Taxonomy to ask

others about what I’ve read, such as those that are right there in the

text, those that you think and search for, those between you and the

author, and those that are on your own.

I will reread the text for my answers.

I will answer questions about what I’ve read.

3RI2a. I can choose the main idea within an informational text. I will read the text.

I will identify the main idea of the text by asking myself what that text

was mainly about.

I will underline the main idea or clues to the main idea in the text.

I will identify details in the text that support the main idea of the text

and will underline them.

I will explain the difference between the main idea and the details in a

text.

I will use a graphic organizer to identify the main idea and details in a

text.

I will explain how the details support the main idea.

3RI3a. I can compare and contrast historical events. I will use a thinking map/ graphic organizer to compare and contrast

historical events within text.

3RI3b. I can compare and contrast scientific ideas or concepts, or steps

in a given process (technical procedures) in a text.

I will use a thinking map/ graphic organizer to compare and contrast

historical events within text.

3RI3c. I can sequence historical events, scientific ideas, and technical

procedures.

I will identify signal words in the questions and/or text.

I will use a thinking map/ graphic organizer to sequence the historical

events, scientific ideas, and technical procedures within text.

3RI3d. I can determine the cause and effect relating to historical events,

scientific ideas, and technical procedures.

I will explain the definitions of cause and effect.

I will distinguish between the cause and effect of events in a text.

I will use a thinking map/ graphic organizer to show the cause and effect

of historical events, scientific ideas, and technical procedures within

text.

21


Grade ELA 21

Reading Informational Text - Craft and Structure

College and Career Readiness Anchor Standards for Reading 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. 6. Assess how point of view or purpose shapes the content and style of a text.


4 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3

topic or subject area.

5 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic

efficiently.

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

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students continue to find the meanings of general vocabulary words specific to third grade topics or subjects. Students will continue to

use the unique features and organization of informational text (text features and search tools) to find and manage information specific to the

topic. Students in grade 3 must be able to compare their point of view with the author’s point of view.


• What do you do when you come to words you do not know? (glossary, use context)

• What features in the text help you find important information about what you are reading?

• How do the key words help you as you read this text?

• How do sidebars help you?

• What does the author want the reader to understand about this topic?

Think about what the author is telling you in this text. Do you agree or disagree with the author’s thinking?

Essential Student Vocabulary: text features, sidebars, hyperlinks, point

of view, keywords, headings, subheadings, italics, bold, captions,

context clues

Essential Teacher Vocabulary: text features, hyperlinks, sidebars

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Grade ELA 22

Learning Targets: “I Can” Criteria For Success: “I Will” 3RI. 4. I can determine the meanings of general vocabulary words in a

text.

I will use context clues.

I will use a glossary.

3RI5. I can use text features and search tools to locate relevant

information.

I will use headings, subheadings, italics, bold, captions, and illustrations.

I will use key words, sidebars, and hyperlinks.

3RI6. I can compare my point of view with the author’s point of view

through the use text features and vocabulary.

I will use my own ideas and experiences to develop my own view or

opinion on a topic.

I will use the narrator’s words or characters’ actions and words to

determine their view on a topic.

I will determine how my ideas are the same as the narrator’s/characters’.

I will determine how my ideas are different from the narrator’s/

characters’.

I will explain my point of view and how it compares with the author’s

point of view.

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Grade ELA 23

Reading Informational Text - Integration of Knowledge and Ideas

College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance

and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.


7a 7b 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, and how key events occur).

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

first/second/third in a sequence).

9 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students must use various media (maps, diagrams, photos, audios) to understand specific information in the text. Third graders are

required to make a clear link between sentences and paragraphs when reading informational text. At this level, students are asked to find

similarities and differences about important details when reading about two texts that share the same topic


• How does the diagram/image help you understand what you are reading?

• Read these two paragraphs. Can you tell how the ideas in the two paragraphs are connected? (time order, comparison of events/ideas,

cause/effect)

• Can you find the part of the text that comes after this part? Can you find the next step/event/idea? What particular words or sentences

help you know what comes next?

• What is the same about the points presented in these two texts? What is different?

Essential Student Vocabulary: diagrams, maps Essential Teacher Vocabulary:

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Grade ELA 24

Learning Targets: “I Can” Criteria For Success: “I Will” 3RI7a. I can use illustrations to demonstrate understanding of the text. I will identify parts of maps and diagrams (e.g. compass rose, legend,

captions, etc).

I will use maps, photographs, diagrams, and audios to understand

specific information in the text.

3RI7b. I can use words in a text to demonstrate understanding of the

text.

I will use what, where, when, why and how key events occur to

demonstrate understanding of the text.

3RI8. I can describe connections between sentences and paragraphs. I will make comparisons between sentences and paragraphs.

I will determine cause and effect between sentences and paragraphs.

I will sequence parts of a text by understanding the words or sentences

that come next.

3RI9. I can compare and contrast the most important points and key

details in two texts.

I will use a thinking map or graphic organizer to compare and contrast

the most important points and key details in two texts.

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Grade ELA 25

Reading Informational Text - Range of Reading and Level of Text Complexity

College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and proficiently.

Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Text 10 10 10 10 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and

technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Unpacking: What does this standard mean that a student will know and be able to do? Students are required to read and understand a wide range of informational texts, within the higher end of second to third grade text level

efficiently, by the end of the year.

“The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a

grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they

are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing

number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.”

“Students also acquire the habits of reading independently and closely, which are essential to their future success.”

Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual

knowledge needed for success in school and life.

Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its

contents for students.

Essential Student Vocabulary: Essential Teacher Vocabulary: text complexity (i.e. Lexile 790)

Learning Targets: “I Can” Criteria For Success: “I Will” 3RI10. I can read and understand informational texts. I will independently read for pleasure.

I will independently read texts that interest me.

I will independently read a range of informational texts.

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Grade ELA 26

Reading Foundational Skills - Phonics and Word Recognition

College and Career Readiness Anchor Standards for Reading There are no anchor standards for Reading Foundational Skills.

Q1 Q2 Q3 Q4 Common Core Standard- Reading Foundational Skills

3 3 3 3 3. Know and apply grade-level phonics and word analysis skills in decoding words.

3a a. Identify and know the meaning of the most common prefixes and derivational suffixes.

3b b. Decode words with common Latin suffixes.

3c c. Decode multisyllable words.

3d d. Read grade-appropriate irregularly spelled words.

Unpacking: What does this standard mean that a student will know and be able to do? Students continue learning specific strategies for decoding words in texts. Learning prefixes and suffixes along with Latin suffixes enhances

decoding, spelling ability, and vocabulary development.


• Does that sound right?

• Does that look right?

• Does that make sense?

• Look at the end of the word and try that again.

• Look for chunks you know and say them.

• Look at the word, does it look like …? You said …does it look like …?

Essential Student Vocabulary: prefixes, suffixes, multisyllable Essential Teacher Vocabulary: multisyllabic, derivational suffixes (how

words are formed by adding a suffix to the root, i.e. happy to happiness,

modern to modernize; changing the part of speech.)

Learning Targets: “I Can” Criteria For Success: “I Will” 3RI3a. I can identify the meaning of prefixes and suffixes to help

understand the meaning of words.

I will identify prefixes and their meanings.

I will identify suffixes and their meanings.

3RI3b. I can decode words. I will decode words.

3RI3c. I can decode words with multiple syllables. I will decode multisyllabic words to better understand the text.

3RI3d. I can read irregularly spelled words for third grade. I will increase my fluency on irregularly spelled words.

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Grade ELA 27

Reading Foundational Skills - Fluency

College and Career Readiness Anchor Standards for Reading There are no anchor standards for Reading Foundational Skills.

Q1 Q2 Q3 Q4 Common Core Standard- Reading Foundational Skills

4 4 4 4 4. Read with sufficient accuracy and fluency to support comprehension.

4a 4a 4a 4a a. Read grade-level text with purpose and understanding.

4b 4b 4b 4b b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

4c 4c 4c 4c c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking: What does this standard mean that a student will know and be able to do? Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text.

Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.


• Make your reading sound like the characters are talking.

• Go back and reread when it doesn’t sound or look like you think it should.

Essential Student Vocabulary: Essential Teacher Vocabulary: fluency

Learning Targets: “I Can” Criteria For Success: “I Will” 3RF4. I can read grade-level text fluently to increase comprehension. I will read text knowing there is a purpose and for understanding.

I will self correct my reading mistakes to increase comprehension.

I will read poetry orally, with accuracy, expression, and at an appropriate

rate.

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Grade ELA 28

Writing - Text Type and Purposes

College and Career Readiness Anchor Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

Q1 Q2 Q3 Q4 Common Core Standard-Writing

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

1a a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists

reasons.

1b b. Provide reasons that support the opinion.

1c c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

1d d. Provide a concluding statement or section.

Q1 Q2 Q3 Q4

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

2a a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

2b b. Develop the topic with facts, definitions, and details.

2c c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

2d d. Provide a concluding statement or section.

Q1 Q2 Q3 Q4

3 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and

clear event sequences.

3a a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

3b b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the

response of characters to situations.

3c c. Use temporal words and phrases to signal event order.

3d d. Provide a sense of closure.

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Grade ELA 29

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so,

students need to understand how their reasoning supports their opinion and be able to share this thinking. Students also begin to build an

argument by linking their ideas together.

Students need to engage in behaviors (turn and talk, small group discussion, and writing and speaking activities) that lead to the expression of

ideas both verbally and in writing:. Students will also need a purposeful focus on choice-making throughout ELA. For example, third grade students

need to be able to choose facts, definitions, and details to use within their writing that clarify their thinking about a topic.

Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build

strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to

write summary statements) when writing. They use transitional words to show order of events and write with complex sentences to link the parts of

their writing together.

Third grade students write informative/explanatory pieces as well. In order to do so, students need strategies for researching a topic (gathering

data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format

and organization of written presentation).

Third grade students write real and imaginative stories and students are expected to use description to show characters‟ thoughts and feelings as

well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how

to introduce characters and how to engage characters in conversation in their writing.

Essential Student Vocabulary: point of view, opinion, dialogue,

informative (informational) text Essential Teacher Vocabulary: informative text, explanatory text,

temporal words and phrases

Learning Targets: “I Can” Criteria For Success: “I Will” 3W1. I can write my opinion on a topic and support it with reasons. I will be able to express my opinion both verbally and in writing.

I will write an introduction that states my opinion on a topic.

I will write reasons that explain my opinion.

I will support my opinion with facts, definitions, and details.

I will use linking words and phrases (such as because, therefore, since,

for example) in my writing.

I will write a conclusion using a summary statement.

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Grade ELA 30

3W2a. I can gather data on a given topic to begin writing an

informative text.

I will use a variety of credible resources to gather data.

I will be able to take notes on a given topic using my own words and

noting resources.

I will group and organize my notes to present my ideas in proper

sequence.

3W2b. I can introduce a topic and developing facts, definitions, and

details.

I will write an introduction and use illustrations as needed to help

understand what I have written.

I will support my topic with facts, definitions, and details.

3W2c. I can use correct linking words and phrases (such as also,

another, and, more, but) to connect my ideas.

I will use correct linking words and phrases (such as also, another, and,

more, but) to connect my ideas.

3W2d. I can provide a conclusion statement or section in my

informative text.

I will write a conclusion using a summary statement.

3W3. I can create a real or imaginary product. I will introduce characters and setting.

I will develop characters’ thoughts and feelings.

I will create dialogue to engage characters in conversation.

I will use transition words and phrases to sequence events.

I will write an ending to my story that has a sense of closure.

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Grade ELA 31

Writing - Production and Distribution of Writing

College and Career Readiness Anchor Standards for Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Q1 Q2 Q3 Q4 Common Core Standard- Writing

4 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.)

5a 5a 5b 5b 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

and editing.

6a,b 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.

Unpacking: What does this standard mean that a student will know and be able to do? With assistance, third grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing

assignment) and purpose (the writer’s designated reason for writing) should be reflected in the students’ organization and development of a topic.

With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to

change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic

organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation

errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing).

Students in third grade are developing strategies with peers and adults to use digital tools. At this grade level, they should not only use technology

for producing and publishing writing, but also to collaborate with others. Third grade students are required to use keyboarding skills to publish

their writing.

Essential Student Vocabulary: Essential Teacher Vocabulary: story frames, story mountains, story

maps

Learning Targets: “I Can” Criteria For Success: “I Will” 3W4. I can choose and develop a type of writing based on my

assignment.

I will choose the topic for an assignment.

I will identify the purpose of an assignment.

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Grade ELA 32

3W5a. I can plan my writing with the help of others. I will brainstorm ideas for my writing.

I will use graphic organizers to plan my writing.

3W5b. I can revise and edit my writing with the help of others. I will recognize spelling, grammar, punctuation errors, and incomplete

sentences.

I will use strategies to correct spelling, grammar, punctuation errors, and

incomplete sentences.

3W6a. I can use technology to publish my writing. I will use strategies to learn keyboarding skills.

I will use keyboarding skills to publish my work.

I will use keyboarding skills to interact and work with others.

I will use appropriate technology to publish my work.

3W6b. I can use technology to interact with others. I will use technology, including online resources, to collaborate and

interact with others.

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Grade ELA 33

Writing Research to Build and Present Knowledge

College and Career Readiness Anchor Standards for Writing 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject

under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the

information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Q1 Q2 Q3 Q4 Common Core Standard-Writing

7 7 7. Conduct short research projects that build knowledge about a topic.

8a,b 8

a,b

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources

and sort evidence into provided categories.

9. (Begins in grade 4)

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are required to expand upon the shared research experience in grade 2 by researching a topic on their own. In grade 3,

students learn how to locate information from print and digital sources as well as integrate information from their own experiences. They take

notes and organize their information into categories provided by the teacher.

At this level, students are gathering information from a variety of resources (words, pictures, digital sources) and using their own background

knowledge to answer research questions and take notes. Third grade students need to know how to choose online sources and how to select the

information they need from each source. They also need to know how to link the new information they learn online with offline sources. Items

such as, graphic organizers, check sheets, lists of appropriate websites, and rubrics to evaluate technical tools will be helpful to students.

Essential Student Vocabulary: Essential Teacher Vocabulary:

Learning Targets: “I Can” Criteria For Success: “I Will” 3W7. I can research a given topic. I will use a variety of credible resources to gather data.


noting resources.


sequence.

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Grade ELA 34

3W8a. I can use information from my experiences to write. I will use a variety of credible resources to gather data.


noting resources.


sequence.

3W8b. I can gather information from print and digital sources to write. I will use what I know to write about an experience and gathered

information to answer questions.

I will use strategies to choose important information.

I will use chosen information to write.

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Grade ELA 35

Writing - Range of Writing

College and Career Readiness Anchor Standards for Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of tasks, purposes, and audiences.

Q1 Q2 Q3 Q4 Common Core Standard Writing

10 10 10 10 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Unpacking: What does this standard mean that a student will know and be able to do? Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection

and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be

reflected in the student’s development of a topic related to the content area for which they are writing about.

Essential Student Vocabulary: audience Essential Teacher Vocabulary:

Learning Targets: “I Can” Criteria For Success: “I Will” 3W10. I can write over a long or short period of time. I will use the writing process in a given amount of time.

I will write on topics related to specific subjects.

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Grade ELA 36

Speaking and Listening - Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟

ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Q1 Q2 Q3 Q4 Common Core Standard-Speaking and Listening

1 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.

1a a. Come to discussions, prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion.

1b b. 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).

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

of others.

1d d. Explain their own ideas and understanding in light of the discussion.

Q1 Q2 Q3 Q4

2 2 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.

3a,b 3a,b 3a,b 3a,b 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Unpacking: What does this standard mean that a student will know and be able to do? Students in grade three will engage in conversations about grade-appropriate topics and texts. In order to do so, students will need ample

opportunities to take part in a variety of rich, structured conversations. Students actively engage as part of a whole class, in small groups, and with

a partner, sharing the roles of participant, leader, and observer. Students at this level should engage in collaborative conversations (such as book

groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking,

linking ideas to the speakers’ idea, sharing the floor, etc). Third grade students will also determine the main idea and supporting details of a text

read aloud or information

At this level, students should also be able to listen carefully to what a speaker says and then ask questions to clarify what they heard. If something

is not understood, students should be able to elaborate and provide details to build upon the speaker’s response.

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Grade ELA 37

Essential Student Vocabulary: Essential Teacher Vocabulary: oral presentation, peers, variety of

formats

Learning Targets: “I Can” Criteria For Success: “I Will” 3SL1. I can actively engage in discussions in a variety of ways. (one on

one, small groups, whole class, etc.)

I will be prepared for group or class discussions.

I will listen carefully by following class norms.

I will ask questions of my peers and/or teacher to gain understanding.

I will explain my own ideas during discussions.

3SL2. I can explain the main idea and details presented in a variety of

formats.

I will use my listening skills to determine the main idea and details from

text read aloud or in other formats..

3SL3a. I can ask questions based on oral presentations. I will listen carefully to a speaker.

I will ask questions to gain understanding.

3SL3b. I can answer questions based on what I hear. I will listen carefully for details in order to answer questions.

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Grade ELA 38

Speaking and Listening - Presentation of Knowledge and Ideas

College and Career Readiness Anchor Standards for Speaking and Listening 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,

development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Q1 Q2 Q3 Q4 Common Core Standard- Speaking and Listening

4 4 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.

5 5 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.

6 6 6 6 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or

clarification.

Unpacking: What does this standard mean that a student will know and be able to do? Third graders move from describing and storytelling to reporting on a topic or a grade-appropriate text. This should be done orally and in coherent,

spoken sentences at an appropriate and understandable pace.

Students in the third grade should also be able to utilize digital media to make engaging audio recordings of stories or poems. Engaging might

mean focusing on inflection and volume instead of just reading out loud. At this level, audio recordings should demonstrate fluid and well-paced

reading. Visual displays should be added to illuminate chosen facts or details.

Students will need to engage in behaviors (turn and talk, small group discussion, computer use, and writing and speaking learning activities) that

lead to the expression of complete ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA.

For example, third grade students need to be able to choose visual displays that add to and enhance their thinking about a topic. Students must be

able to articulate their ideas in complete sentences.

Essential Student Vocabulary: Essential Teacher Vocabulary: enhance details, visual displays

Learning Targets: “I Can” Criteria For Success: “I Will” 3SL4. I can make an oral presentation. I will speak clearly.

I will use facts and details that relate to my topic.

I will speak at a steady and understandable pace.

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Grade ELA 39

3SL5. I can create audio recordings using various media formats. I will read fluently.

I will use visual displays to enhance details.

I will use expression and emphasis to engage my listeners.

3SL6. I can express my ideas in complete thoughts. I will speak in complete sentences to provide details or clarification.

Language - Conventions of Standard Language

College and Career Readiness Anchor Standards for Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

Q1 Q2 Q3 Q4 Common Core Standard-Language

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

1a a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

sentences.

1b b. Form and use regular and irregular plural nouns.

1c c. Use abstract nouns (e.g., childhood).

1d d. Form and use regular and irregular verbs.

1e e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

1f f. Ensure subject-verb and pronoun-antecedent agreement.*

1g g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to

be modified.

1h h. Use coordinating and subordinating conjunctions.

1i i. Produce simple, compound, and complex sentences.

Q1 Q2 Q3 Q4

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

2a a. Capitalize appropriate words in titles.

2b b. Use commas in addresses.

2c c. Use commas and quotation marks in dialogue.

2d d. Form and use possessives.

2e e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,

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Grade ELA 40

sitting, smiled, cries, happiness).

2f f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules,

meaningful word parts) in writing words.

2g g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Unpacking: What does this standard mean that a student will know and be able to do? An understanding of language is essential for effective communication. “The inclusion of Language standards in their own strand should not be

taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking,

listening, and viewing; indeed, they are inseparable from such contexts.”

Third grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to

conventions are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis expands to include subject-verb agreement, comparative and superlative adjectives and adverbs, and more complex

sentences. With conventions, students are becoming more adept at ending punctuation, comma usage, appropriate use of capitalization, and are

using spelling patterns and generalizations in writing.

Essential Student Vocabulary: abstract nouns, complex sentences Essential Teacher Vocabulary: abstract nouns (a type of noun that refers

to something a person can’t physically interact with; to exist apart from

concrete existence- i.e. childhood, mankind, freedom, beauty, taste),

reference materials, regular/irregular plural nouns, pronoun-

antecedent(the word, phrase, or clause which a pronoun refers,

understood by the context), comparative and superlative adjectives and

adverbs, coordinating(joins two main clauses) and subordinating

(emphasizes the main idea of the main clause) conjunctions

Learning Targets: “I Can” Criteria For Success: “I Will” 3L1. I can use correct English grammar when writing or speaking. I will explain the proper function of the following parts of speech, using a

variety of sentences: nouns, pronouns, verbs, adjectives, and adverbs.

I will apply the use of regular and irregular plural nouns and verbs in a

variety of sentences.

I will explain abstract nouns.

I will apply simple verb tenses.

I will explain how subject-verbs and pronouns agree. I will apply the use -er and -est correctly when using adverbs and adjectives.

I will use conjunctions to create complete sentences.

I will create simple, complex, and compound sentences.

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Grade ELA 41

3L2. I can use the correct capitalization, punctuation, and spelling when

writing.

I will demonstrate appropriate capitalization in titles.

I will use commas correctly in addresses.

I will use commas and quotations marks in dialogue.

I will form and use possessives.

I will spell high-frequency words correctly.

I will use spelling patterns.

I will use reference materials to check spelling and correct spelling.

Language - Knowledge of Language

College and Career Readiness Anchor Standards for Language 2. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or

style, and to comprehend more fully when reading or listening.


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

3a a. Choose words and phrases for effect.*

3b b. Recognize and observe differences between the conventions of spoken and written standard English.

Unpacking: What does this standard mean that a student will know and be able to do? Students in grade 3 will use what they know about HOW language works when they write, speak, read, and listen.

Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English. In order to do so,

students will need strategies for reading across various authors and genres to compare writing styles and effects of language usage.

Essential Vocabulary: Essential Teacher Vocabulary:

Learning Targets: “I Can” Criteria For Success: “I Will” 3L3. I can apply my knowledge of language and its conventions when

writing, speaking, reading, and listening.

I will choose words and phrases for effect.

I will recognize the difference between spoken and written words.

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Grade ELA 42

Language - Vocabulary Acquisition and Use

College and Career Readiness Anchor Standards for Language 3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful

word parts, and consulting general and specialized reference materials, as appropriate.

4. Demonstrate understanding of word relationships and nuances in word meanings.

5. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown

term important to comprehension or expression.


4 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.

4a a. Use sentence-level context as a clue to the meaning of a word or phrase.

4b b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,

agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

4c c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

4d d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key

words and phrases.

Q1 Q2 Q3 Q4

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

5a a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

5b b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

5c c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew,

believed, suspected, heard, wondered).

Q1 Q2 Q3 Q4

6 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).

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Grade ELA 43

Unpacking: What does this standard mean that a student will know and be able to do? As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be

relearned in more sophisticated contexts in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing

and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard

English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.

Learning words at this stage includes exploring different shades of meaning and literal and non-literal meanings for words and phrases, growing

vocabulary by using known word parts (affix, root) to acquire unknown words, and developing print and digital reference use (glossary and

dictionary).

“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.”

“General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.”

“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text.

Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”

Essential Student Vocabulary: slang, figurative language, literal and

non- literal

Essential Teacher Vocabulary: nuance (changing the meaning of the

word through emphasis-to suggest something, implication, slight or

subtle difference), literal/non-literal meanings, shades of meaning, states

of mind, degrees of certainty

Learning Targets: “I Can” Criteria For Success: “I Will” 3L4. I can interpret texts to find the meaning of words. I will use glossaries and dictionaries, both print and digital.

I will use known root words to determine the meaning of new words.

I will use sentence context to determine the meaning of the word.

I will use suffixes and prefixes to known words to determine the

meaning.

3L5. I can distinguish between literal and non-literal meanings of words

and phrases.

I will interpret the meaning of literal and non-literal words and phrases.

I will create real-life connections between words and their use.

I will infer different levels of meaning (feelings, beliefs, etc.)

3L6.a. I can distinguish types of language needed for various

interactions, such as conversation, classroom, and subject-specific

topics.

I will determine when to use slang and grade-appropriate language.

I will use appropriate figurative language in conversation and writing.

3L6.b. I can use words that show place and time relationships. I will describe the time and place in their writing.