2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

10/06/14 5/10 Days

[ 3.R.RL.03] I can analyze characters in a story and prove why their actions affect the sequence of events.

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

"I can analyze characters in a story and prove why their actions affect the sequence of events."

III-R-4:HI-14describing the characters’ traits and their motivations within a fictional text.

Stage III ELP Standards

Stage III ELP/Common Core Crosswalk BT Unwrapped 3.R.RL.03

40/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

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

"I can apply concepts of

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present

BT Unwrapped 3.L.01a-j

1Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

conventions when writing and speaking."

progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

III-L-1:HI-12(v)III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)

2Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-L-1:HI-21(v)40/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

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

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct address

-quotation marks for dialogue and titles

-colons to punctuate business letter salutations

-apostrophes to punctuate contractions and plural possessives

BT Unwrapped 3.L.02a_g

3Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

syllable patterns, ending rules, meaningful word parts) in writing words.

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

35/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

BT Unwrapped 3.L.05a-c

4Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

friendly or helpful).

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

"I can differentiate between figurative language and literal language."

35/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

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

"I can apply concepts of 3rd grade language when I speak."

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

BT Unwrapped 3.L.06

5Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-LS-1:HI-9asking questions to clarify ideas and concepts.

35/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

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

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

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

d. Provide a concluding

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

BT Unwrapped 3.W.02

6Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

10/13/14 10/10 Days

[ 3.R.RI.02] I can connect key details to the main idea of the text.

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

"I can connect key details to the main idea of the text."

III-R-4:HI-4generating who, what, where, when, why, which and how questions to clarify text.

BT Unwrapped 3.R.RI.02

35/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

BT Unwrapped 3.L.01a-j

7Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

"I can apply concepts of conventions when writing and speaking."

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

III-L-1:HI-12(v)

8Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)III-L-1:HI-21(v)

35/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct address

-quotation marks for dialogue and titles

-colons to punctuate business letter salutations

-apostrophes to punctuate

BT Unwrapped 3.L.02a_g

9Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

contractions and plural possessives

30/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

BT Unwrapped 3.L.05a-c

10Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

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

"I can differentiate between figurative language and literal language."

30/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

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).

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information,

BT Unwrapped 3.L.06

11Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

"I can apply concepts of 3rd grade language when I speak."

asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

30/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

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

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

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

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

BT Unwrapped 3.W.02

12Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

categories of information.

d. Provide a concluding statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

10/20/14 5/10 Days

[ 3.R.RI.02] I can connect key details to the main idea of the text.

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

"I can connect key details to the main idea of the text."

III-R-4:HI-4generating who, what, where, when, why, which and how questions to clarify text.

BT Unwrapped 3.R.RI.02

30/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g.,

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple

BT Unwrapped 3.L.01a-j

13Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

I walked; I walk; I will walk) verb tenses.

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

"I can apply concepts of conventions when writing and speaking."

present tense verbs with subject-verb agreement.

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb

14Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

agreement.

III-L-1:HI-12(v)III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)III-L-1:HI-21(v)

30/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

e.Use conventional spelling for high-frequency and other studied words and for adding suffixes to

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct address

-quotation marks for dialogue and titles

BT Unwrapped 3.L.02a_g

15Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

base words (e.g., sitting, smiled, cries, happiness).

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

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

-colons to punctuate business letter salutations

-apostrophes to punctuate contractions and plural possessives

20/20 Days

[ 3.L.04] I can assess the meaning of a word or phrase using a variety of strategies.

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.

III-L-2:HI-2(vocab)identifying the meaning/usage of sight words and utilizing them in context.

III-L-2:HI-3(vocab)identifying the meaning/usage of high frequency words and utilizing them in context.

III-L-2:HI-4(vocab)

BT Unwrapped 3.L.04a-d

16Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/

c. uncomfortable, care/careless, heat/preheat).

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

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

"I can assess the meaning of a word or phrase using a variety of strategies."

explaining the meaning and usage of grade-specific academic vocabulary and symbols. III-L-2:HI-7(vocab)using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

III-L-2:HI-10(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words.

III-L-2:HI-12(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

III-L-2:HI-14(vocab)using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.

25/40 Days

[ 3.L.05] I can differentiate between figurative language and

III-L-2:HI-9(vocab)completing and explaining analogous

BT Unwrapped 3.L.05a-c

17Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

"I can differentiate between figurative language and literal language."

relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

25/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I

III-LS-1:HI-6responding to comprehension questions

BT Unwrapped 3.L.06

18Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

speak.

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

"I can apply concepts of 3rd grade language when I speak."

by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

25/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together;

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text

BT Unwrapped 3.W.02

19Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

include illustrations when useful to aiding comprehension.

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

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

d. Provide a concluding statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

chapter, article, book, oral presentations, etc.).

10/27/14 10/10 Days

[ 3.R.RL.02] Recount stories, including fables, folktales, and myths from diverse cultures: determine the central message, lesson, moral and explain how it is conveyed through key details in the text.

"I can summarize the message

III-R-4:HI-5retelling a story or event with a beginning, middle, and end using transition words and complete sentences.

BT Unwrapped 3.R.RL.02

20Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

of fables, folktales, and myths, and prove my thinking using key details from the text."

25/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

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

"I can apply concepts of conventions when writing and speaking."

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

BT Unwrapped 3.L.01a-j

21Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

III-L-1:HI-12(v)III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)III-L-1:HI-21(v)

25/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e.,

BT Unwrapped 3.L.02a_g

22Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

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

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

"I can prove proficient

names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct address

-quotation marks for dialogue and titles

-colons to punctuate business letter salutations

-apostrophes to punctuate contractions and plural possessives

23Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

knowledge of conventions including capitalization, punctuation, and spelling."

15/20 Days

[ 3.L.04] I can assess the meaning of a word or phrase using a variety of strategies.

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

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

b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/

c. uncomfortable, care/careless, heat/preheat).

d. Use a known root word as a clue to the meaning of an

III-L-2:HI-2(vocab)identifying the meaning/usage of sight words and utilizing them in context.

III-L-2:HI-3(vocab)identifying the meaning/usage of high frequency words and utilizing them in context.

III-L-2:HI-4(vocab)explaining the meaning and usage of grade-specific academic vocabulary and symbols. III-L-2:HI-7(vocab)using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

III-L-2:HI-10(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words.

BT Unwrapped 3.L.04a-d

24Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

unknown word with the same root (e.g., company, companion)

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

"I can assess the meaning of a word or phrase using a variety of strategies."

III-L-2:HI-12(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

III-L-2:HI-14(vocab)using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.

20/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

b.Identify real-life connections between words and their use

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

BT Unwrapped 3.L.05a-c

25Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

(e.g., describe people who are friendly or helpful).

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

"I can differentiate between figurative language and literal language."

20/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

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

"I can apply concepts of 3rd

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s

BT Unwrapped 3.L.06

26Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

grade language when I speak."thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

20/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

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

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

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

d. Provide a concluding

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

BT Unwrapped 3.W.02

27Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

11/03/14 5/10 Days

[ 3.R.RL.02] Recount stories, including fables, folktales, and myths from diverse cultures: determine the central message, lesson, moral and explain how it is conveyed through key details in the text.

"I can summarize the message of fables, folktales, and myths, and prove my thinking using key details from the text."

III-R-4:HI-5retelling a story or event with a beginning, middle, and end using transition words and complete sentences.

BT Unwrapped 3.R.RL.02

20/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

BT Unwrapped 3.L.01a-j

28Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

"I can apply concepts of conventions when writing and speaking."

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

29Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-L-1:HI-12(v)III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)III-L-1:HI-21(v)

20/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct address

-quotation marks for dialogue and titles

-colons to punctuate business letter salutations

BT Unwrapped 3.L.02a_g

30Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

-apostrophes to punctuate contractions and plural possessives

10/20 Days

[ 3.L.04] I can assess the meaning of a word or phrase using a variety of strategies.

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

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

III-L-2:HI-2(vocab)identifying the meaning/usage of sight words and utilizing them in context.

III-L-2:HI-3(vocab)identifying the meaning/usage of high frequency words and utilizing them in context.

III-L-2:HI-4(vocab)explaining the meaning and usage of grade-specific academic vocabulary and symbols.

BT Unwrapped 3.L.04a-d

31Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/

c. uncomfortable, care/careless, heat/preheat).

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

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

"I can assess the meaning of a word or phrase using a variety of strategies."

III-L-2:HI-7(vocab)using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

III-L-2:HI-10(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words.

III-L-2:HI-12(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

III-L-2:HI-14(vocab)using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.

15/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

BT Unwrapped 3.L.05a-c

32Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

"I can differentiate between figurative language and literal language."

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

15/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among

BT Unwrapped 3.L.06

33Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

"I can apply concepts of 3rd grade language when I speak."

facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

15/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations,

BT Unwrapped 3.W.02

34Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

to aiding comprehension.

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

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

d. Provide a concluding statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

etc.).

1 Days [ G3.W.AD.05] Additional Standards

3.W.04. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

3.W.05. With guidance and support from peers and adults, develop and strengthen writing as

III-W-1:HI-2writing simple poetry using a variety of poetic devices and figurative language including: personification, onomatopoeia, alliteration, simile and metaphor.

III-W-1:HI-3taking notes using self selected formats based upon knowledge of oral or written text structures with instructional support. (e.g., Student selects Venn Diagram for comparing and contrasting text).

35Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

needed by planning, revising, and editing.

3.W.06. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.W.08. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

III-W-1:HI-6writing a variety of functional text that address audience, stated purpose and context:

Letters Directions Procedures Graphs/Tables Brochures

III-W-3:HI-1generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

III-W-5:HI-1recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet,

36Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

interview, podcasts, etc.) for report/research purposes.

III-W-3:HI-1III-W-3:HI-2III-W-3:HI-3III-W-3:HI-4III-W-3:HI-5III-W-3:HI-6III-W-4:HI-1III-W-4:HI-2III-W-4:HI-3III-W-5:HI-1

11/10/14 10/10 Days

[ 3.R.RI.08] Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

"I can use reading strategies such as cause and effect, compare and contrast, and sequencing to help me understand expository texts."

III-R-4:HI-12identifying the cause and effect relationship of two related events in a literary selection.

BT Unwrapped 3.R.RI.08

15/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and

III-L-1:HI-5 (v)using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences.

BT Unwrapped 3.L.01a-j

37Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

irregular verbs.

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

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

"I can apply concepts of conventions when writing and speaking."

III-L-1:HI-6 (v)producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.

III-L-1:HI-7(v)producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v)differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v)producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v)using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-11(v)

38Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

III-L-1:HI-12(v)III-L-1:HI-18(v)III-L-1:HI-19(v)III-L-1:HI-20(v)III-L-1:HI-21(v)

15/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

III-W-2:HI-2spelling multi-syllable words using knowledge of syllabication and spelling patterns.

III-W-2:HI-3spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals).

III-W-2:HI-4using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5using punctuation for:

- sentence endings -semi-colons in a series,

introductory clauses, dialogue and direct

BT Unwrapped 3.L.02a_g

39Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

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

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

address -quotation marks for dialogue

and titles -colons to punctuate business

letter salutations -apostrophes to punctuate

contractions and plural possessives

5/20 Days

[ 3.L.04] I can assess the meaning of a word or phrase using a variety of strategies.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on

III-L-2:HI-2(vocab)identifying the meaning/usage of sight words and utilizing them in context.

III-L-2:HI-3(vocab)identifying the meaning/usage of high frequency words and utilizing them in

BT Unwrapped 3.L.04a-d

40Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

grade 3 reading and content, choosing flexibly from a range of strategies.

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

b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/

c. uncomfortable, care/careless, heat/preheat).

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

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

"I can assess the meaning of a

context.

III-L-2:HI-4(vocab)explaining the meaning and usage of grade-specific academic vocabulary and symbols. III-L-2:HI-7(vocab)using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words.

III-L-2:HI-10(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and multiple-meaning words.

III-L-2:HI-12(vocab)using context clues in a variety of content texts to confirm the intended meaning of grade-level content words.

III-L-2:HI-14(vocab)using a dictionary to identify meanings, spellings, and pronunciations of grade-level content words.

41Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

word or phrase using a variety of strategies."

10/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

"I can differentiate between figurative language and literal

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

BT Unwrapped 3.L.05a-c

42Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

language."

10/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

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

"I can apply concepts of 3rd grade language when I speak."

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

BT Unwrapped 3.L.06

10/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and

BT Unwrapped 3.W.02

43Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

text to examine a topic and convey ideas and information clearly.

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

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

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

d. Provide a concluding statement or section.

"I can compose and illustrate an informational report that includes main idea and details about a topic."

precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

11/17/14 5/10 Days

[ 3.R.RI.08] Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in

III-R-4:HI-12identifying the cause and effect relationship of two related events in a literary selection.

BT Unwrapped 3.R.RI.08

44Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

a sequence).

"I can use reading strategies such as cause and effect, compare and contrast, and sequencing to help me understand expository texts."

10/40 Days

[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

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

"I can apply concepts of conventions when writing and speaking."

BT Unwrapped 3.L.01a-j

10/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

BT Unwrapped 3.L.02a_g

45Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

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

46Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

5/40 Days

[ 3.L.05] I can differentiate between figurative language and literal language.

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

c.Distinguish shades of meaning among related words that

III-L-2:HI-9(vocab)completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______).

III-L-2:HI-13(vocab)interpreting the meaning of figurative language including in a variety of grade-level texts.

BT Unwrapped 3.L.05a-c

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

"I can differentiate between figurative language and literal language."

5/40 Days

[ 3.L.06] I can apply concepts of 3rd grade language when I speak.

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

"I can apply concepts of 3rd grade language when I speak."

III-LS-1:HI-6responding to comprehension questions by demonstrating relationships among facts, ideas or events and extending the information to other relevant contexts using appropriate academic vocabulary. (e.g., problem/solution, cause/effect, compare/contrast, etc.)

III-LS-1:HI-8responding to social conversations by rephrasing and repeating information, asking questions, offering advice, sharing one’s experiences, and expressing one’s thoughts.

III-LS-1:HI-9asking questions to clarify ideas and concepts.

BT Unwrapped 3.L.06

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

5/40 Days

[ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic.

Write an informative/explanatory text to examine a topic and convey ideas and information clearly.

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

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

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

d. Provide a concluding statement or section.

"I can compose and illustrate an informational report that includes main idea and details

III-W-1:HI-4writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

BT Unwrapped 3.W.02

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

about a topic."11/24/14 5/40

Days[ 3.L.01def] I can apply concepts of conventions when writing and speaking.

d. Form and use regular and irregular verbs.

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

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

"I can apply concepts of conventions when writing and speaking."

BT Unwrapped 3.L.01a-j

5/40 Days

[ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling.

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

BT Unwrapped 3.L.02a_g

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

a.Capitalize appropriate words in titles.

b.Use commas in addresses.

c.Use commas and quotation marks in dialogue.

d.Form and use possessives.

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

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

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

51Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

12/01/14 5 Days Benchmark #2

1 Days [ G3.W.AD.05] Additional Standards

3.W.04. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

3.W.05. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.W.06. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3.W.08. Recall information from

III-W-1:HI-2writing simple poetry using a variety of poetic devices and figurative language including: personification, onomatopoeia, alliteration, simile and metaphor.

III-W-1:HI-3taking notes using self selected formats based upon knowledge of oral or written text structures with instructional support. (e.g., Student selects Venn Diagram for comparing and contrasting text).

III-W-1:HI-5writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).

III-W-1:HI-6writing a variety of functional text that address audience, stated purpose and

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

context: Letters Directions Procedures Graphs/Tables Brochures

III-W-3:HI-1generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

III-W-5:HI-1recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.

III-W-3:HI-1III-W-3:HI-2III-W-3:HI-3III-W-3:HI-4III-W-3:HI-5III-W-3:HI-6III-W-4:HI-1III-W-4:HI-2III-W-4:HI-3

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Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-W-5:HI-112/08/14 10/10

Days[ 3.R.RL.07] Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. (e.g., create mood, emphasize aspects of a character or setting.)

"I can draw conclusions about the text based on the illustrations in a story."

III-R-4:HI-14describing the characters’ traits and their motivations within a fictional text.

III-R-4:HI-17relating illustrations to fictional text.

BT Unwrapped 3.R.RL.07

40/40 Days

[ 3.W.01] Write opinion pieces on topics or texts, supporting a point of view with reasons.

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

b.Provide reasons that support the opinion.

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

III-W-1:HI-7writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).

BT Unwrapped 3.W.01

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

and reasons.

d.Provide a concluding statement or section.

"I can formulate an opinion and support it with details (reasons)."

12/15/14 5/10 Days

[ 3.R.RL.07] Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. (e.g., create mood, emphasize aspects of a character or setting.)

"I can draw conclusions about the text based on the illustrations in a story."

III-R-4:HI-14describing the characters’ traits and their motivations within a fictional text.

III-R-4:HI-17relating illustrations to fictional text.

BT Unwrapped 3.R.RL.07

40/40 Days

[ 3.L.01ghij] Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

g. Form and use comparative and

III-L-1:HI-8 (adj)using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.).

III-L-1:HI-9 (adj)using irregular comparative and

BT Unwrapped 3.L.01a-j

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

j.Write and organize a paragraph that groups sentences about a topic.

"I can apply concepts of conventions when writing and speaking."

superlative adjectives.

III-L-1:HI-5 (adv)using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.).

III-L-1:HI-1 (c)defining, using, and differentiating coordinating conjunctions used to join nouns, verbs, adjectives, phrases and clauses.

III-L-1:HI-1 (PH/CL)using noun phrases in a complete sentence.

III-L-1:HI-2 (PH/CL)using joined noun phrases in a complete sentence.

III-L-1:HI-3 (PH/CL)III-L-1:HI-4 (PH/CL)III-L-1:HI-5 (PH/CL)III-L-1:HI-7 (PH/CL)III-L-1:HI-8 (PH/CL)III-L-1:HI-9 (PH/CL)

III-L-1-HI-2(SC)producing sentences using subjects and verbs, with subject-verb agreement. (S-V)

56Chinle Unified School District, No. 24September 2014

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

*III-L-1-HI-7 through 22 (SC)

40/40 Days

[ 3.L.02fg] Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

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

"I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

N/A BT Unwrapped 3.L.02a-g

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2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10

Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

35/40 Days

[ 3.W.01] Write opinion pieces on topics or texts, supporting a point of view with reasons.

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

b.Provide reasons that support the opinion.

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

d.Provide a concluding statement or section.

"I can formulate an opinion and support it with details (reasons)."

III-W-1:HI-7writing a persuasive essay that states a clear position with supporting details using persuasive vocabulary/strategies to influence the reader (e.g., loaded/emotional words, exaggeration, euphemisms bandwagon, peer pressure, repetition, etc.).

BT Unwrapped 3.W.01

Yearly Standards:

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Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

3.R.RL.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 3.R.RL.10 BT Unwrapped

3.R.RI.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. 3.R.RI.10 BT Unwrapped

59Chinle Unified School District, No. 24September 2014