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Teacher: CORE Language Arts Grade 3 Year: 2014-15 Course: Language Arts Grade 3 Month: All Months

Theme 1

Standards Essential Questions AssessmentsSkills Content LessonsResources

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,

How is learning at school different from learning at home?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-recount details from a story read aloud-decode and read multi-syllable words with short vowels-spell and write words with short vowels-read words and sentences to improve fluency-identify elements of the story's structure-explain how characters' actions contribute to a story's sequence of events-recount the story's most important events-identify features of humorous fiction-explain how aspects of a story's illustrations help create mood-come to a discussion prepared and explain own ideas-decode and read multi-syllable words with the vccv pattern-use spelling patterns and generalizations-read orally with accuracy-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-use context to confirm or self-correct when reading unfamiliar words-participate in a discussion about a topic-follow rules for participating in a discussion

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their use-distinguish shades of meaning among related words-use context as a clue to determine the intended meaning of words or phrases

Spelling:TSWBAT

Reading:-story structure-analyze illustrations-summarize-phonics-fluency

Vocabulary:-context clueswords:principalsoaredstrolledworriedproudannouncedfinecertainly

Spelling:-short vowelswords:cropplanthingsmellshutstickyspentlunchpumpkinclockgiftclassskipswing

Grammar:-simple sentences

Writing:

Lesson 1 Journeys and Zaner-Bloser

and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-spell words with short vowels

Grammar:TSWBAT-identify the subject of a simple sentence-identify the predicate of a simple sentence-produce simple sentences-recognize that sentences begin with capital letters and have end punctuation-correct fragments by adding the missing subject or predicate

Writing:TSWBAT-identify the characteristics of a good descriptive paragraph-use exact words to describe-use a web to brainstorm ideas for a descriptive paragraph-draft a descriptive paragraph-write a response to literature as an opinion-strengthen writing by revising and editing-use technology to publish

-narrative writing-word choice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is

Why are courts an important part of our government?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-ask and answer questions about a text read aloud-decode, read, and spell multi-syllable words with long vowels in the VCe pattern-read words and sentences to improve fluency-use text evidence to draw conclusions and demonstrate understanding-use conclusions to infer what characters are like-predict a text's events and cite examples from the text to confirm predictions-ask and answer questions while reading-identify features of fantasy-use explicit text details to draw conclusions-explain how an author's choice of words affects the text-prepare for a discussion and explain own ideas-describe the characters and explain how their actions contribute to the sequence of events-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read fluently and accurately by pausing after punctuation marks

Reading:-conclusions-author's word choice-infer/predict-phonics-fluency

Vocabulary:-dictionary/glossarywords:trialjuryconvinceguiltypointedhonestmurmurstand

Spelling:-VCe spellingswords:spokemilesaveexcuseconeinvite


conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-ask and answer questions about information from a speaker-provide elaboration and details in response to questions-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossaries and dictionaries both print and digital to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell words with VCe pattern

Grammar:TSWBAT-identify statements and questions-identify commands and exclamations-identify and produce the four sentence types-review subject and predicate

Writing:TSWBAT-identify the characteristics of dialogue-consider audience and purpose when creating dialogue-plan character's feelings and ideas for dialogue-draft dialogue-strengthen writing by revising and editing dialogue in narrative writing-write an opinion statement and support it with reasons

cubepriceeraseripebrokeflameliferule

Grammar:-kinds of sentences

Writing:-narrative writing-ideas

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and

Why is volunteering good for a community and its people?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-elaborate on explanations with details-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with common vowel pairs ai, ay, ee, and ea-read words and sentences to improve fluency-describe characters and explain how their actions contribute to the sequence of events

Reading:-understanding characters-story message-analyze and evaluate-phonics-fluency

Vocabulary:-antonymswords:


temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-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).SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-ask and answer questions while reading-identify features of realistic fiction-determine the message of a story and explain how the details convey the message-prepare for a discussion and explain ideas-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate-speak clearly at an understandable pace-determine the main idea and details of information presented in diverse formats

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-identify and use antonyms

Spelling:TSWBAT-spell words with long "a" and "e"

Grammar:TSWBAT-identify compound sentences-identify conjunctions and form compound sentences-identify and fix run on sentences by forming compound sentences-produce compound sentences-use conjunctions to form compound sentences

Writing:TSWBAT-identify the characteristics of a good personal narrative paragraph-use thoughts and feelings to express voice-put events in order-draft a personal narrative paragraph-strengthen writing by revising and editing

affordcustomerscontractedraiseearnfigureblockspreading

Spelling:-long "a" and "e"words:layrealtrailsweettodaydreamseemteatreatafraidleavebaitscreenspeed

Grammar:-compound sentences

Writing:-narrative writing-voice

L.3.1-Demonstrate command of the conventions of standard English grammar and Why is Reading: Reading: Lesson4 Journeys and

usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-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.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, reflection, and

everyone's role on a project important?

TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-elaborate on explanations with details-ask and answer questions about what a speaker says-decode, read, and spell multisyllable words with long "o" spelled oa and ow-read words and sentences to improve fluency-compare and contrast main characters in a story-explain how characters' actions contribute to the sequence of events-use text evidence to infer and predict what will happen in the story-identify features of historical fiction-ask and answer questions with a partner to demonstrate understanding-explain how illustrations contribute to a text-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-brainstorm with a group

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use reference sources to determine or clarify the meaning of words and phrases-use known base words as clues to determine the meanings of unfamiliar words

Spelling:TSWBAT-spell words with long "0"

Grammar:TSWBAT-identify nouns and their functions in particular sentences-distinguish between common and proper nouns and identify which should be capitalized-produce compound sentences

-compare and contrast-story structure-infer and predict-phonics-fluency

Vocabulary:-word familieswords:crewtideclingbalancingfoggydisappearsstretchexcitement

Spelling:-long "o"words:loadopentoldyellowsoakshadowfoamfollowglowsoldwindowcoachalmostthroat

Grammar:-common and proper nouns


Zaner-Bloser

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

-use conjunctions to form compound sentences

Writing:TSWBAT-identify the characteristics of a good personal narrative -use thoughts and feelings to express voice-put events in order-include interesting and important details to tell about events-plan a personal narrative-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band

What are the traits of a hero?

Reading:TSWBAT-listen to fluent reading-recount details of a selection read aloud-use complete sentences when recounting details-ask and answer questions about what a speaker says-decode, read, and spell irregularly spelled word with long "i" as i, ie, and igh-read words and sentences to improve fluency-describe cause and effect relationships in text-recognize signal words for cause and effect relationships-use descriptions to visualize while reading-identify features of a biography-use context to determine if the literal or non-literal meaning of a word or phrase is appropriate-explain ideas and respond to others' remarks during a discussion-determine the central message of a story and explain how it is conveyed through key details in the text-support opinions with facts and details-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-brainstorm with a group-use a variety of strategies and tools to narrow a research topic

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use reference sources to determine or clarify the

Reading:-cause and effect-literal and non-literal meanings-visualizing-phonics-fluency

Vocabulary:-prefix mis-words:standsfansscoreleagueslammedpolishstylepronounced

Spelling:-long "i"words:slightmildsightpiemindtiepilotmightlietightblindfightdiemidnight

Grammar:


independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

meaning of words and phrases-identify the meaning of words with the prefix -mis

Spelling:TSWBAT-spell words with long "i"

Grammar:TSWBAT-identify singular and plural nouns-identify and use singular nouns that ad -s to form their plural-identify and use singular nouns that ad -es to form their plural-use commas in dates, place names, compound sentences, and when combining nouns in a series

Writing:TSWBAT-identify the characteristics of a good personal narrative -plan a personal narrative-draft a personal narrative-strengthen writing by revising and editing-write for a specific purpose and audience-use technology to publish writing

-plural nouns with -s and -es

Writing:-narrative writing-sentence fluency

Theme 1

Standards Essential Questions Assessments Skills Content Lessons Resources

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

How is learning at school different from learning at home?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-recount details from a story read aloud-decode and read multi-syllable words with short vowels-spell and write words with short vowels-read words and sentences to improve fluency-identify elements of the story's structure-explain how characters' actions contribute to a story's sequence of events-recount the story's most important events-identify features of humorous fiction-explain how aspects of a story's illustrations help create mood-come to a discussion prepared and explain own ideas-decode and read multi-syllable words with the vccv pattern-use spelling patterns and generalizations-read orally with accuracy-read and comprehend literature-ask and answer questions to demonstrate

Reading:-story structure-analyze illustrations-summarize-phonics-fluency

Vocabulary:-context clueswords:principalsoaredstrolledworriedproudannouncedfinecertainly

Spelling:-short vowelswords:


RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

understanding-read independently from a "just right" book-use context to confirm or self-correct when reading unfamiliar words-participate in a discussion about a topic-follow rules for participating in a discussion

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their use-distinguish shades of meaning among related words-use context as a clue to determine the intended meaning of words or phrases

Spelling:TSWBAT-spell words with short vowels

Grammar:TSWBAT-identify the subject of a simple sentence-identify the predicate of a simple sentence-produce simple sentences-recognize that sentences begin with capital letters and have end punctuation-correct fragments by adding the missing subject or predicate

Writing:TSWBAT-identify the characteristics of a good descriptive paragraph-use exact words to describe-use a web to brainstorm ideas for a descriptive paragraph-draft a descriptive paragraph-write a response to literature as an opinion-strengthen writing by revising and editing-use technology to publish

cropplanthingsmellshutstickyspentlunchpumpkinclockgiftclassskipswing

Grammar:-simple sentences

Writing:-narrative writing-word choice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Why are courts an important part of our

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection

Reading:-conclusions-author's word choice


L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should

government? read aloud-ask and answer questions about a text read aloud-decode, read, and spell multi-syllable words with long vowels in the VCe pattern-read words and sentences to improve fluency-use text evidence to draw conclusions and demonstrate understanding-use conclusions to infer what characters are like-predict a text's events and cite examples from the text to confirm predictions-ask and answer questions while reading-identify features of fantasy-use explicit text details to draw conclusions-explain how an author's choice of words affects the text-prepare for a discussion and explain own ideas-describe the characters and explain how their actions contribute to the sequence of events-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read fluently and accurately by pausing after punctuation marks-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-ask and answer questions about information from a speaker-provide elaboration and details in response to questions-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossaries and dictionaries both print and digital to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell words with VCe pattern

Grammar:TSWBAT-identify statements and questions-identify commands and exclamations

-infer/predict-phonics-fluency

Vocabulary:-dictionary/glossarywords:trialjuryconvinceguiltypointedhonestmurmurstand

Spelling:-VCe spellingswords:spokemilesaveexcuseconeinvitecubepriceeraseripebrokeflameliferule

Grammar:-kinds of sentences


demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-identify and produce the four sentence types-review subject and predicate

Writing:TSWBAT-identify the characteristics of dialogue-consider audience and purpose when creating dialogue-plan character's feelings and ideas for dialogue-draft dialogue-strengthen writing by revising and editing dialogue in narrative writing-write an opinion statement and support it with reasons

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-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).

Why is volunteering good for a community and its people?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-elaborate on explanations with details-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with common vowel pairs ai, ay, ee, and ea-read words and sentences to improve fluency-describe characters and explain how their actions contribute to the sequence of events-ask and answer questions while reading-identify features of realistic fiction-determine the message of a story and explain how the details convey the message-prepare for a discussion and explain ideas-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate-speak clearly at an understandable pace-determine the main idea and details of information presented in diverse formats

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases

Reading:-understanding characters-story message-analyze and evaluate-phonics-fluency

Vocabulary:-antonymswords:affordcustomerscontractedraiseearnfigureblockspreading

Spelling:-long "a" and "e"words:layrealtrailsweettodaydreamseemteatreatafraidleavebaitscreenspeed

Grammar:


SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-identify and use antonyms

Spelling:TSWBAT-spell words with long "a" and "e"

Grammar:TSWBAT-identify compound sentences-identify conjunctions and form compound sentences-identify and fix run on sentences by forming compound sentences-produce compound sentences-use conjunctions to form compound sentences

Writing:TSWBAT-identify the characteristics of a good personal narrative paragraph-use thoughts and feelings to express voice-put events in order-draft a personal narrative paragraph-strengthen writing by revising and editing

-compound sentences


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in

Why is everyone's role on a project important?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-elaborate on explanations with details-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with long "o" spelled oa and ow-read words and sentences to improve fluency-compare and contrast main characters in a story-explain how characters' actions contribute to the sequence of events-use text evidence to infer and predict what will happen in the story-identify features of historical fiction-ask and answer questions with a partner to demonstrate understanding-explain how illustrations contribute to a text-determine the central message of a story and explain how it is conveyed through key details in the text-determine the meaning of domain specific words and

Reading:-compare and contrast-story structure-infer and predict-phonics-fluency

Vocabulary:-word familieswords:crewtideclingbalancingfoggydisappearsstretchexcitement

Spelling:-long "o"

Lesson4 Journeys and Zaner-Bloser

two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-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.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-brainstorm with a group

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use reference sources to determine or clarify the meaning of words and phrases-use known base words as clues to determine the meanings of unfamiliar words

Spelling:TSWBAT-spell words with long "0"

Grammar:TSWBAT-identify nouns and their functions in particular sentences-distinguish between common and proper nouns and identify which should be capitalized-produce compound sentences-use conjunctions to form compound sentences

Writing:TSWBAT-identify the characteristics of a good personal narrative -use thoughts and feelings to express voice-put events in order-include interesting and important details to tell about events-plan a personal narrative-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons

words:loadopentoldyellowsoakshadowfoamfollowglowsoldwindowcoachalmostthroat

Grammar:-common and proper nouns


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

What are the traits of a hero?

Reading:TSWBAT-listen to fluent reading-recount details of a selection read aloud-use complete sentences when recounting details-ask and answer questions about what a speaker says-decode, read, and spell irregularly spelled word with

Reading:-cause and effect-literal and non-literal meanings-visualizing-phonics-fluency


L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with

long "i" as i, ie, and igh-read words and sentences to improve fluency-describe cause and effect relationships in text-recognize signal words for cause and effect relationships-use descriptions to visualize while reading-identify features of a biography-use context to determine if the literal or non-literal meaning of a word or phrase is appropriate-explain ideas and respond to others' remarks during a discussion-determine the central message of a story and explain how it is conveyed through key details in the text-support opinions with facts and details-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-brainstorm with a group-use a variety of strategies and tools to narrow a research topic

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use reference sources to determine or clarify the meaning of words and phrases-identify the meaning of words with the prefix -mis

Spelling:TSWBAT-spell words with long "i"

Grammar:TSWBAT-identify singular and plural nouns-identify and use singular nouns that ad -s to form their plural-identify and use singular nouns that ad -es to form their plural-use commas in dates, place names, compound sentences, and when combining nouns in a series

Writing:TSWBAT-identify the characteristics of a good personal narrative -plan a personal narrative

Vocabulary:-prefix mis-words:standsfansscoreleagueslammedpolishstylepronounced

Spelling:-long "i"words:slightmildsightpiemindtiepilotmightlietightblindfightdiemidnight

Grammar:-plural nouns with -s and -es

Writing:-narrative writing-sentence fluency

others.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-draft a personal narrative-strengthen writing by revising and editing-write for a specific purpose and audience-use technology to publish writing

Theme 2

Standards Essential Questions Assessments Skills Content LessonsResources

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or

What makes bats interesting and useful?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable VCV words-read words and sentences to improve fluency-identify sequential connections among sentences and paragraphs-recognize time-order words that signal a series of events-ask and answer questions while reading-identify features of narrative fiction-identify the sequence of events-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-determine the meanings of words with the suffixes -able and -ible

Spelling:TSWBAT-spell more words with short and long vowels

Grammar:TSWBAT-identify and use action verbs

Reading:-sequencing-domain specific vocabulary-questioning-phonics-fluency

Vocabulary:-suffixes -able, iblewords:twitchswoopssqueakechoesdetailslithersdozessnuggles

Spelling:-short and long vowelswords:mathtoasteasysocksFridaystuffpaidcheeseJuneelbowprogramshinypilessticky


concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

-identify and use being verbs-produce and use sentences with compound predicates

Writing:TSWBAT-identify the characteristics of a good response paragraph-identify details and examples that support the opinion-understand how to write a strong concluding statement-draft a response paragraph-strengthen writing by revising and editing

Grammar:-verbs

Writing:-opinion writing-ideas

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

How do pictures help to tell a story?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with three letter clusters-read words and sentences to improve fluency-identify sequential connections among sentences and paragraphs-recognize time-order words that signal a series of events-ask and answer questions while reading-use text to locate information in an informational text-use information from graphic features to demonstrate understanding-analyze and evaluate the content of an informational text-identify features of informational text-identify the sequence of events-explain how illustrations contribute to the words in a selection-determine the meaning of domain specific words and phrases

Reading:-text and graphic features-sequencing events-analyzing and evaluating-phonics-fluency

Vocabulary:-synonymswords:imaginetoolsillustratescribblessketchestracing


W.3.10-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.SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

-discuss how details support the main idea-read orally at an appropriate rate and with expression-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use context sentences in reference sources to determine or clarify the meaning of words and phrases-identify and use synonyms-distinguish shades of meaning among synonym pairs

Spelling:TSWBAT-spell words with three letter clusters

Grammar:TSWBAT-identify the present, past, and future tenses of verbs-form and use the verb tenses and explain the function of verbs in particular sentences

Writing:TSWBAT-identify the characteristics of a good opinion paragraph-identify details and examples that support the opinion-identify a clear topic sentence-understand how to support opinions with reasons and details-draft an opinion paragraph-strengthen writing by revising and editing

researchtextures

Spelling:-three letter clusterswords:threescrapstreetspringthrillscreamstrangethrowstringscrapespraythrewstrongscratch

Grammar:-verb tenses

Writing:-opinion writing-organization

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-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).

What do traditional tales tell readers about life?

Reading:TSWBAT-listen to fluent reading-listen to draw conclusions about the characters and events in a story-use complete sentences to retell the steps taken in a text read aloud-decode, read, and spell multi-syllable irregularly spelled words with silent kn, wr-read words and sentences to improve fluency-draw conclusions about the events and characters in a story-use conclusions to predict and infer the message in a

Reading:-conclusions-literal and non-literal meanings-infer/predict-phonics-fluency

Vocabulary:-context clues

Lesson 8 Journeys

and Zaner-Bloser

RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.

story-ask and answer questions while reading-identify features of a folktale-use story details to draw conclusions-determine the meaning of literal and non-literal words and phrases-exchange ideas about the story with a partner-write a song or poem based on the literature-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-tell a story using details and descriptive words for effect-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-identify the features of reference sources that help determine or clarify the meanings of words and phrases-use context clues to determine the meanings of words or phrases-determine the literal and non-literal meanings of words and phrases in the text

Spelling:TSWBAT-spell more words with unexpected consonants

Grammar:TSWBAT-use commas correctly with nouns-use commas correctly with a series of verbs-use commas in addresses-identify and correct sentence fragments-use commas with words in a series and in parts of an address

Writing:TSWBAT-identify the characteristics of a good response paragraph-identify linking words that connect reasons to the opinion-understand how to organize a response paragraph-plan a response paragraph-draft a response paragraph-strengthen writing by revising and editing

words:harvestseparateashamedbordersadviceborrowpatchserious

Spelling:unexpected consonant spellingswords:itchwreckkneepatchwrapknotwatchknifestretchwriteknewknockmatchwrong

Grammar:-commas

Writing:-opinion writing-word choice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and

How is a live performance different from other kinds of entertainment?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with the

Reading:-cause and effect-analyze illustrations


phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

diphthongs ow and ou-read words and sentences to improve fluency-identify events that cause other events to happen in a story-demonstrate understanding through monitoring and clarifying story events-ask and answer questions while reading-identify features of realistic fiction-explain how aspects of a text's illustrations help create mood-determine the meaning of domain specific words and phrases-discuss how characters ‘actions contribute to the sequence of events-write a response to literature as an opinion-read orally at an appropriate rate-read fluently and use appropriate intonation-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use sentence level context as a clue to the meaning of a word or phrase-use glossaries and print and digital dictionaries to determine or clarify word meanings and related information-identify special features of a digital dictionary

Spelling:TSWBAT-spell more words with vowel sound in town

Grammar:TSWBAT-identify and use abstract nouns-explain the function of abstract nouns-capitalize appropriate words in titles, and use commas in addresses-identify and use exact nouns

Writing:TSWBAT-identify the characteristics of a good response to literature

-monitor and clarify-phonics-fluency

Vocabulary:-dictionary and glossary skillswords:familiarapplausevacantricketyblurryblastedjerkyrude

Spelling:-vowel sound in townwords:clownroundbowcloudpowercrownthousandcrowdsoundcountpowderblousefrownpound

Grammar:-abstract nouns


W.3.10-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.

-identify characteristics of a strong opening-understand how to explore a topic and find supporting reasons-plan to write a response to literature-draft a response paragraph-strengthen writing by revising and editing-choose a research topic-refine a research question about the topic

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

What important traits must an inventor have?

Reading:TSWBAT-listen to fluent reading-listen to determine main ideas and details of a text read aloud-recount details from a text read aloud-decode, read, and spell multi-syllable words with au, aw, al, and o-read words and sentences to improve fluency-identify main ideas and details in a biography-use main ideas and details to summarize the text-ask and answer questions while reading-identify features of a biography-determine the main ideas and details in a biography-explain how details support the main idea in a biography-use signal words to identify the sequence of historical events-use evidence from the text to support ideas in a discussion-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-use context to confirm and self-correct for accuracy in oral reading and when reading unfamiliar words-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use reference sources to determine or clarify the meaning of words and phrases-distinguish shades of meaning among related words

Spelling:TSWBAT-spell more words with the vowel sound in talk

Grammar:TSWBAT-identify subject pronouns-identify noun pronoun agreement-identify subject and object pronouns and antecedent

Reading:-main ideas and details-sequencing-summarizing-phonics-fluency

Vocabulary:-shades of meaningwords:inventionexperimentlaboratorygeniusgadgetelectricsignaloccasional

Spelling:-vowel sounds in talkwords:talkcrossawfullawclothcostcrawlchalkalsorawsaltwalllawnalways

Grammar:-pronouns and antecedents

Lesson 10

Journeys and Zaner-Bloser

W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

agreement-recognize singular nouns and form and use plural nouns-identify and use subject and object pronouns and ensure pronoun-antecedent agreement

Writing:TSWBAT-identify the characteristics of a good response paragraph-understand how to draft a good response to literature-understand how to avoid redundancy or repetition in a response-draft a response to literature-understand how to organize paragraphs with a topic sentence and supporting reasons-strengthen writing by revising and editing-write a paragraph that introduces and supports an opinion

Writing:-opinion writing-sentence fluency

Theme 2


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

What makes bats interesting and useful?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable VCV words-read words and sentences to improve fluency-identify sequential connections among sentences and paragraphs-recognize time-order words that signal a series of events-ask and answer questions while reading-identify features of narrative fiction-identify the sequence of events-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-determine the meanings of words with the suffixes -able

Reading:-sequencing-domain specific vocabulary-questioning-phonics-fluency

Vocabulary:-suffixes -able, iblewords:twitchswoopssqueakechoesdetailslithersdozessnuggles

Spelling:-short and long vowelswords:mathtoasteasysocksFridaystuff


W.3.10-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.RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

and -ible

Spelling:TSWBAT-spell more words with short and long vowels

Grammar:TSWBAT-identify and use action verbs-identify and use being verbs-produce and use sentences with compound predicates

Writing:TSWBAT-identify the characteristics of a good response paragraph-identify details and examples that support the opinion-understand how to write a strong concluding statement-draft a response paragraph-strengthen writing by revising and editing

paidcheeseJuneelbowprogramshinypilessticky

Grammar:-verbs


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word

How do pictures help to tell a story?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with three letter clusters-read words and sentences to improve fluency-identify sequential connections among sentences and

Reading:-text and graphic features-sequencing events-analyzing and


meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

paragraphs-recognize time-order words that signal a series of events-ask and answer questions while reading-use text to locate information in an informational text-use information from graphic features to demonstrate understanding-analyze and evaluate the content of an informational text-identify features of informational text-identify the sequence of events-explain how illustrations contribute to the words in a selection-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate and with expression-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use context sentences in reference sources to determine or clarify the meaning of words and phrases-identify and use synonyms-distinguish shades of meaning among synonym pairs

Spelling:TSWBAT-spell words with three letter clusters

Grammar:TSWBAT-identify the present, past, and future tenses of verbs-form and use the verb tenses and explain the function of verbs in particular sentences

Writing:TSWBAT-identify the characteristics of a good opinion paragraph-identify details and examples that support the opinion-identify a clear topic sentence-understand how to support opinions with reasons and details-draft an opinion paragraph-strengthen writing by revising and editing

evaluating-phonics-fluency

Vocabulary:-synonymswords:imaginetoolsillustratescribblessketchestracingresearchtextures

Spelling:-three letter clusterswords:threescrapstreetspringthrillscreamstrangethrowstringscrapespraythrewstrongscratch



RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word

What do traditional tales tell readers about life?

Reading:TSWBAT-listen to fluent reading-listen to draw conclusions about the characters and events in a story-use complete sentences to retell the steps taken in a text read aloud-decode, read, and spell multi-syllable irregularly spelled words with silent kn, wr-read words and sentences to improve fluency-draw conclusions about the events and characters in a story-use conclusions to predict and infer the message in a story-ask and answer questions while reading-identify features of a folktale-use story details to draw conclusions-determine the meaning of literal and non-literal words and phrases-exchange ideas about the story with a partner-write a song or poem based on the literature-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-tell a story using details and descriptive words for effect-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-identify the features of reference sources that help determine or clarify the meanings of words and phrases-use context clues to determine the meanings of words or phrases-determine the literal and non-literal meanings of words and phrases in the text

Spelling:TSWBAT-spell more words with unexpected consonants

Grammar:TSWBAT-use commas correctly with nouns-use commas correctly with a series of verbs-use commas in addresses-identify and correct sentence fragments-use commas with words in a series and in parts of an address

Reading:-conclusions-literal and non-literal meanings-infer/predict-phonics-fluency

Vocabulary:-context clueswords:harvestseparateashamedbordersadviceborrowpatchserious

Spelling:unexpected consonant spellingswords:itchwreckkneepatchwrapknotwatchknifestretchwriteknewknockmatchwrong

Grammar:-commas


Lesson 8 Journeys

and Zaner-Bloser

meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.

Writing:TSWBAT-identify the characteristics of a good response paragraph-identify linking words that connect reasons to the opinion-understand how to organize a response paragraph-plan a response paragraph-draft a response paragraph-strengthen writing by revising and editing

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band

How is a live performance different from other kinds of entertainment?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with the diphthongs ow and ou-read words and sentences to improve fluency-identify events that cause other events to happen in a story-demonstrate understanding through monitoring and clarifying story events-ask and answer questions while reading-identify features of realistic fiction-explain how aspects of a text's illustrations help create mood-determine the meaning of domain specific words and phrases-discuss how characters ‘actions contribute to the sequence of events-write a response to literature as an opinion-read orally at an appropriate rate-read fluently and use appropriate intonation-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use sentence level context as a clue to the meaning of a word or phrase-use glossaries and print and digital dictionaries to determine or clarify word meanings and related information-identify special features of a digital dictionary

Spelling:TSWBAT

Reading:-cause and effect-analyze illustrations-monitor and clarify-phonics-fluency

Vocabulary:-dictionary and glossary skillswords:familiarapplausevacantricketyblurryblastedjerkyrude

Spelling:-vowel sound in townwords:clownroundbowcloudpowercrownthousandcrowdsoundcountpowderblousefrownpound

Grammar:


independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-spell more words with vowel sound in town

Grammar:TSWBAT-identify and use abstract nouns-explain the function of abstract nouns-capitalize appropriate words in titles, and use commas in addresses-identify and use exact nouns

Writing:TSWBAT-identify the characteristics of a good response to literature-identify characteristics of a strong opening-understand how to explore a topic and find supporting reasons-plan to write a response to literature-draft a response paragraph-strengthen writing by revising and editing-choose a research topic-refine a research question about the topic

-abstract nouns


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

What important traits must an inventor have?

Reading:TSWBAT-listen to fluent reading-listen to determine main ideas and details of a text read aloud-recount details from a text read aloud-decode, read, and spell multi-syllable words with au, aw, al, and o-read words and sentences to improve fluency-identify main ideas and details in a biography-use main ideas and details to summarize the text-ask and answer questions while reading-identify features of a biography-determine the main ideas and details in a biography-explain how details support the main idea in a biography-use signal words to identify the sequence of historical events-use evidence from the text to support ideas in a discussion-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-use context to confirm and self-correct for accuracy in oral reading and when reading unfamiliar words-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases

Reading:-main ideas and details-sequencing-summarizing-phonics-fluency

Vocabulary:-shades of meaningwords:inventionexperimentlaboratorygeniusgadgetelectricsignaloccasional

Spelling:-vowel sounds in talkwords:talkcrossawfullawclothcost

Lesson 10


RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-identify real life connections between words and their uses-use reference sources to determine or clarify the meaning of words and phrases-distinguish shades of meaning among related words

Spelling:TSWBAT-spell more words with the vowel sound in talk

Grammar:TSWBAT-identify subject pronouns-identify noun pronoun agreement-identify subject and object pronouns and antecedent agreement-recognize singular nouns and form and use plural nouns-identify and use subject and object pronouns and ensure pronoun-antecedent agreement

Writing:TSWBAT-identify the characteristics of a good response paragraph-understand how to draft a good response to literature-understand how to avoid redundancy or repetition in a response-draft a response to literature-understand how to organize paragraphs with a topic sentence and supporting reasons-strengthen writing by revising and editing-write a paragraph that introduces and supports an opinion

crawlchalkalsorawsaltwalllawnalways

Grammar:-pronouns and antecedents

Writing:-opinion writing-sentence fluency

Theme 3


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.

How do inventions help athletes?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail-decode, read, and spell multi-syllable words with vowel diphthongs oy and oi-read words and sentences to improve fluency-describe the relationship between steps of a technical procedure in a text-describe the logical connection between particular sentences and paragraphs that show sequence-use questioning strategies to self-monitor understanding of a text

Reading:-sequence events-text and graphic features-questioning-phonics-fluency

Vocabulary:-suffixes -less, -ful, -ouswords:

Lesson 11


RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-identify features of informational text-use text features to locate information-explain ideas and understanding of a text-read fluently by taking natural pauses at appropriate places-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project-interpret information presented quantitatively

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a dictionary to determine or clarify the meaning of words and phrases-identify and use words with suffixes -less, -ful, and -ous-use context and prior knowledge of affixes to determine the meaning of words

Spelling:TSWBAT-spell words with the vowel sound in joy

Grammar:TSWBAT-form and use regular plural nouns-form and use irregular plural nouns-review action verbs and present and past forms of "be"

Writing:TSWBAT-identify the characteristics of a good cause and effect paragraph-use signal words to show cause and effect relationships-plan cause and effect paragraph-put events in order-strengthen writing by revising and editing-write a paragraph that explains a problem and offers a solution

contributeathletesimprovepowerprocessflexiblefashioncompete

Spelling:-vowel sound in joywords:joypointvoicejoin oilcoinnoisespoiltoyjoint boysoilchoiceboil

Grammar:-plural nouns

Writing:-informative writing-word choice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and

Why is it important to grow food crops?

Reading:TSWBAT-listen to fluent reading-speak in complete sentences when retelling story events-elaborate on explanations with details

Reading:-theme-point of view-visualizing-phonics

Lesson 12


phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

-ask and answer questions about what a speaker says-decode, read, and spell homophones-read words and sentences to improve fluency-determine the central message or theme of a story-visualize characters, setting, and events in a story-use text evidence to infer and predict what will happen in the story-identify features of a trickster tale-determine the central message or moral of the story and identify it as the theme-distinguish differences in points of view among the reader, narrator, and characters-answer questions to show understanding of a story, its characters, and its message-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read fluently by practicing appropriate stress-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-interpret information presented orally

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-identify idioms as phrases that cannot be understood from the literal meanings of he words themselves-determine the meaning of idioms

Spelling:TSWBAT-spell homophones

Grammar:TSWBAT-identify correct placement of quotation marks-write quotations correctly-use correct capitalization and punctuation in dialogue-review verb tenses

Writing:TSWBAT-identify the characteristics of a good compare and contrast paragraph-use signal words to show similarities and differences-plan a compare and contrast paragraph

-spelling

Vocabulary:-idiomswords:riskygruntedprofitcropspluckedscowledtuggedhollered

Spelling:-homophoneswords:holewholeitsit'sherehearone wonourhourtheirtherefurfir

Grammar:-writing quotations


W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-use details to help describe similarities and differences between things-draft paragraph-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an

Why are stories from different cultures important?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell contractions-read words and sentences to improve fluency-describe characters by comparing and contrasting their actions and experiences-analyze and evaluate characters' actions and traits using details from the text-identify features of a legend-determine how characters' actions contribute to the sequence of events-determine the story's message and explain how it is conveyed through details in the story-prepare for a discussion and explain own ideas-answer questions to show understanding of a story, its characters, and its message-determine the meaning of domain specific words and phrases-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-gather information from print and digital sources-conduct short research that builds knowledge-interpret information presented orally

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a digital glossary to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell contractions

Grammar:TSWBAT

Reading:-compare and contrast-story message-analyze and evaluate-phonics-fluency

Vocabulary:-homophones and homographswords:examinedpeakedfondlysteepruggedmistpausingpleaded

Spelling:-contractionswords:I'dhe's haven'tdoesn'tlet'sthere'swouldn'twhat'sshe'saren'thasn'tcouldn'the'dthey're

Grammar:-subject verb

Lesson 13


understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-form subject and verb agreement in the present tense-form subject and verb agreement for verbs that end in s, sh, ch, x, or a consonant and y-use commas, punctuation, and quotation marks in dialogue

Writing:TSWBAT-identify the characteristics of a good informative paragraph-group related information in an informative paragraph-understand how to choose a topic for an informative paragraph-plan to write an informative paragraph-draft paragraph-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons

agreement

Writing:-informative writing-organization

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.6-Distinguish their own point of view from that of the author of a text.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.

What are some benefits of dogs interacting with people?

Reading:TSWBAT-listen to fluent reading-listen in order to determine the main ideas and details in a text read aloud-decode, read, and spell multi-syllable ar, or, and ore words-read words and sentences to improve fluency-identify the author's purpose-use text details to help identify the author's purpose-summarize important parts of a selection-identify features of informational text-identify the author's purpose-identify the author's point of view and distinguish it from own point of view-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-prepare for and participate in a discussion-express opinions verbally and in writing-read orally with accuracy-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-use context clues to confirm or self-correct when reading unfamiliar words-speak clearly at an understandable pace-take brief notes on sources-conduct a short research project that builds knowledge about a topic

Reading:-author's purpose-point of view-summarizing-phonics-fluency

Vocabulary:-prefixes in-, -imwords:lyingloyalpartnersshiftquiverpatrolabilitysnap

Spelling:-vowel + /r/ soundswords:horsemarkstormmarketacornartistMarch

Lesson 14


RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use dictionaries to determine or clarify the meaning of words and phrases-identify and use words with the prefixes -in and -im-use prefixes to help determine the meaning of a word

Spelling:TSWBAT-spell words with vowel + r sounds

Grammar:TSWBAT-form pronoun verb agreement-use pronouns and verbs that agree

Writing:TSWBAT-identify the characteristics of an explanatory essay-plan an explanatory essay-express opinion verbally and in writing-generate writing ideas through discussions with others-develop a topic with facts, definitions, and details

north barkingstorkthornforestchorerestore

Grammar:-pronoun verb agreement

Writing:-informative writing-ideas

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.3-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.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.

Why are safety rules important?

Reading:TSWBAT-listen to fluent reading-retell the main plot events-decode, read, and spell multi-syllable ir, er, ur, and or-read words and sentences to improve fluency-describe the traits, motivations, and feelings of characters in a story-use text details to make inferences and predictions about a story-identify features of humorous fiction-describe how characters' traits, motivations, and feelings contribute to the sequence of story events-recognize the difference between formal and informal language-ask and answer questions using key ideas and details from the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate with expression-prepare for and participate in a discussion-express opinions verbally and in writing-read orally with accuracy-read and comprehend literature

Reading:-understanding characters-formal and informal language-infer and predict-phonics-fluency

Vocabulary:-using a thesauruswords:festiveingredientsdegreesrecommendedanxiouslycrossremarkedtense

Lesson 15


RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-compare and contrast the themes, settings, and plots of books in a series-follow agreed upon rules for discussion

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use print dictionaries to determine or clarify the meaning of words and phrases-locate an entry in a thesaurus and select synonyms

Spelling:TSWBAT-spell words with vowel + r sound in nurse

Grammar:TSWBAT-form and use the past tense of regular verbs and verbs that end in e-form and use present tense verbs-form and use future tense verbs-recognize that a pronoun can take the place of a noun-form and use simple past, present, and future verb tenses

Writing:TSWBAT-identify the characteristics of an explanatory essay-understand how to draft a good explanatory essay-understand how to use formal language-understand how to write a good concluding sentence-draft and explanatory essay-use a variety of sentence structures-strengthen writing by revising and editing-use technology to publish-write an opinion based on evidence in a story

Spelling:-vowel + /r/ sound in nursewords:nurseworkshirthurtfirstwordservecurlydirtthirdworryturnstirfirm


Writing:-informative writing-voice

Theme 3


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

How do inventions help athletes?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail-decode, read, and spell multi-syllable words with vowel diphthongs oy and oi-read words and sentences to improve fluency-describe the relationship between steps of a technical procedure in a text-describe the logical connection between particular sentences and paragraphs that show sequence-use questioning strategies to self-monitor understanding of a text-identify features of informational text-use text features to locate information-explain ideas and understanding of a text-read fluently by taking natural pauses at appropriate places-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project-interpret information presented quantitatively

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a dictionary to determine or clarify the meaning of words and phrases-identify and use words with suffixes -less, -ful, and -ous-use context and prior knowledge of affixes to determine the meaning of words

Spelling:TSWBAT-spell words with the vowel sound in joy

Grammar:TSWBAT-form and use regular plural nouns-form and use irregular plural nouns-review action verbs and present and past forms of "be"

Writing:TSWBAT-identify the characteristics of a good cause and effect

Reading:-sequence events-text and graphic features-questioning-phonics-fluency

Vocabulary:-suffixes -less, -ful, -ouswords:contributeathletesimprovepowerprocessflexiblefashioncompete

Spelling:-vowel sound in joywords:joypointvoicejoin oilcoinnoisespoiltoyjoint boysoilchoiceboil

Grammar:-plural nouns


Lesson 11


W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

paragraph-use signal words to show cause and effect relationships-plan cause and effect paragraph-put events in order-strengthen writing by revising and editing-write a paragraph that explains a problem and offers a solution

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories,

Why is it important to grow food crops?

Reading:TSWBAT-listen to fluent reading-speak in complete sentences when retelling story events-elaborate on explanations with details-ask and answer questions about what a speaker says-decode, read, and spell homophones-read words and sentences to improve fluency-determine the central message or theme of a story-visualize characters, setting, and events in a story-use text evidence to infer and predict what will happen in the story-identify features of a trickster tale-determine the central message or moral of the story and identify it as the theme-distinguish differences in points of view among the reader, narrator, and characters-answer questions to show understanding of a story, its characters, and its message-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read fluently by practicing appropriate stress-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-interpret information presented orally

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-identify idioms as phrases that cannot be understood from the literal meanings of the words themselves-determine the meaning of idioms

Reading:-theme-point of view-visualizing-phonics-spelling

Vocabulary:-idiomswords:riskygruntedprofitcropspluckedscowledtuggedhollered

Spelling:-homophoneswords:holewholeitsit'sherehearone wonourhourtheirtherefurfir

Grammar:-writing quotations

Lesson 12


dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

Spelling:TSWBAT-spell homophones

Grammar:TSWBAT-identify correct placement of quotation marks-write quotations correctly-use correct capitalization and punctuation in dialogue-review verb tenses

Writing:TSWBAT-identify the characteristics of a good compare and contrast paragraph-use signal words to show similarities and differences-plan a compare and contrast paragraph-use details to help describe similarities and differences between things-draft paragraph-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented

Why are stories from different cultures important?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-decode, read, and spell contractions-read words and sentences to improve fluency-describe characters by comparing and contrasting their actions and experiences-analyze and evaluate characters' actions and traits using details from the text-identify features of a legend-determine how characters' actions contribute to the sequence of events-determine the story's message and explain how it is conveyed through details in the story-prepare for a discussion and explain own ideas-answer questions to show understanding of a story, its characters, and its message-determine the meaning of domain specific words and phrases-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression

Reading:-compare and contrast-story message-analyze and evaluate-phonics-fluency

Vocabulary:-homophones and homographswords:examinedpeakedfondlysteepruggedmistpausingpleaded

Lesson 13


in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-speak clearly at an understandable pace-gather information from print and digital sources-conduct short research that builds knowledge-interpret information presented orally

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a digital glossary to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell contractions

Grammar:TSWBAT-form subject and verb agreement in the present tense-form subject and verb agreement for verbs that end in s, sh, ch, x, or a consonant and y-use commas, punctuation, and quotation marks in dialogue

Writing:TSWBAT-identify the characteristics of a good informative paragraph-group related information in an informative paragraph-understand how to choose a topic for an informative paragraph-plan to write an informative paragraph-draft paragraph-strengthen writing by revising and editing-write an opinion piece supporting a point of view with reasons

Spelling:-contractionswords:I'dhe's haven'tdoesn'tlet'sthere'swouldn'twhat'sshe'saren'thasn'tcouldn'the'dthey're

Grammar:-subject verb agreement

Writing:-informative writing-organization

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal

What are some benefits of dogs interacting with people?

Reading:TSWBAT-listen to fluent reading-listen in order to determine the main ideas and details in a text read aloud-decode, read, and spell multi-syllable ar, or, and ore words-read words and sentences to improve fluency-identify the author's purpose-use text details to help identify the author's purpose-summarize important parts of a selection-identify features of informational text

Reading:-author's purpose-point of view-summarizing-phonics-fluency

Vocabulary:-prefixes in-, -im

Lesson 14


spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.6-Distinguish their own point of view from that of the author of a text.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-identify the author's purpose-identify the author's point of view and distinguish it from own point of view-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-prepare for and participate in a discussion-express opinions verbally and in writing-read orally with accuracy-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-use context clues to confirm or self-correct when reading unfamiliar words-speak clearly at an understandable pace-take brief notes on sources-conduct a short research project that builds knowledge about a topic

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use dictionaries to determine or clarify the meaning of words and phrases-identify and use words with the prefixes -in and -im-use prefixes to help determine the meaning of a word

Spelling:TSWBAT-spell words with vowel + r sounds

Grammar:TSWBAT-form pronoun verb agreement-use pronouns and verbs that agree

Writing:TSWBAT-identify the characteristics of an explanatory essay-plan an explanatory essay-express opinion verbally and in writing-generate writing ideas through discussions with others-develop a topic with facts, definitions, and details

words:lyingloyalpartnersshiftquiverpatrolabilitysnap

Spelling:-vowel + /r/ soundswords:horsemarkstormmarketacornartistMarchnorth barkingstorkthornforestchorerestore

Grammar:-pronoun verb agreement

Writing:-informative writing-ideas

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization,

Why are safety rules important?

Reading:TSWBAT-listen to fluent reading

Reading:-understanding

Lesson 15


punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.3-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.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

-retell the main plot events-decode, read, and spell multi-syllable ir, er, ur, and or-read words and sentences to improve fluency-describe the traits, motivations, and feelings of characters in a story-use text details to make inferences and predictions about a story-identify features of humorous fiction-describe how characters' traits, motivations, and feelings contribute to the sequence of story events-recognize the difference between formal and informal language-ask and answer questions using key ideas and details from the text-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate with expression-prepare for and participate in a discussion-express opinions verbally and in writing-read orally with accuracy-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-compare and contrast the themes, settings, and plots of books in a series-follow agreed upon rules for discussion

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use print dictionaries to determine or clarify the meaning of words and phrases-locate an entry in a thesaurus and select synonyms

Spelling:TSWBAT-spell words with vowel + r sound in nurse

Grammar:TSWBAT-form and use the past tense of regular verbs and verbs that end in e-form and use present tense verbs-form and use future tense verbs-recognize that a pronoun can take the place of a noun-form and use simple past, present, and future verb tenses

Writing:TSWBAT-identify the characteristics of an explanatory essay-understand how to draft a good explanatory essay

characters-formal and informal language-infer and predict-phonics-fluency

Vocabulary:-using a thesauruswords:festiveingredientsdegreesrecommendedanxiouslycrossremarkedtense

Spelling:-vowel + /r/ sound in nursewords:nurseworkshirthurtfirstwordservecurlydirtthirdworryturnstirfirm


Writing:-informative writing-voice

W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-understand how to use formal language-understand how to write a good concluding sentence-draft and explanatory essay-use a variety of sentence structures-strengthen writing by revising and editing-use technology to publish-write an opinion based on evidence in a story

Theme 4 ~ Note: Lesson 17 also includes the following Science standards: SC.3.N.1.3 SC.3.N.1.5


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.

Why is it important to take care of our environment?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail and elaboration-decode, read, and spell multi-syllable words with vowel + /r/ sound as in air and fear-read words and sentences to improve fluency-identify and connect the characters, setting, and plot in each chapter-reread or read ahead to monitor and clarify understanding-identify features of humorous fiction-explain how each chapter builds upon previous chapters-use text details to identify theme-read orally at an appropriate rate-prepare for a discussion and use evidence from the text to answer questions-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-compare and contrast stories by the same author-speak clearly at an understandable pace-compare and contrast the themes, settings, and plots of two stories-report on the texts with descriptive detail

Reading:-story structure-theme-monitor and clarify-phonics-fluency

Vocabulary:-context clueswords:recycleprojectdrippingcartoncomplicatedpollutionrubbishhardlyshadeglobal

Spelling:-vowel + /r/ as in air and fear

Lesson 16


RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.10-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.

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a print dictionary to determine or clarify the meaning of words and phrases-use context to understand the meanings of unknown words-determine the literal or non-literal meanings of words and phrases in a text

Spelling:TSWBAT-spell words with the vowel + /r/ sound as in air and fear

Grammar:TSWBAT-identify adjectives that tell what kind-identify and use adjectives that tell how many-use and identify the adjectives "this and that", and the articles "a, an, and the"-form the plural of nouns that end with a consonant and y, that change spelling, or that have no spelling change

Writing:TSWBAT-identify the characteristics of a good persuasive letter-introduce a topic and an opinion for a persuasive paragraph-plan a persuasive letter-use positive and polite words when planning to write a persuasive letter-strengthen writing by revising and editing-write and email to offer advice

words:airwearchairstairsbarebearhaircarepearpairsharenearearbeard

Grammar:-adjectives and articles


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific

What can fossils tell us about the past?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail-speak in complete sentences when answering questions-decode, read, and spell multi-syllable words with /j/ and /s/-read words and sentences to improve fluency-use text evidence to draw conclusions and demonstrate understanding of a text-use text evidence to visualize what the author describes-use questioning strategies to self-monitor understanding of a text-identify features of informational text-use text features to locate information-use text evidence to draw conclusions and demonstrate understanding of a text-use signal words as clues when drawing conclusions-determine the author's point of view and distinguish it from one's own-prepare for a discussion and explain key ideas

Reading:-conclusions-point of view-visualizing-phonics-fluency

Vocabulary:-suffix -lywords:fossilscluesremainsproveevidenceskeletonsuncoveringburiedfiercelocation

Lesson 17


ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.6-Distinguish their own point of view from that of the author of a text.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-demonstrate understanding of a text by using it as the basis for responses to questions-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-decode and read words with the VCCCV pattern-read orally with appropriate stress to improve fluency-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a digital dictionary to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell words with /j/ and /s/

Grammar:TSWBAT-identify comparative adjectives-form and use comparative adjectives-form and use superlative adjectives-recognize that proper nouns and titles begin with capital letters

Writing:TSWBAT-identify the characteristics of a good opinion paragraph-use interesting and convincing details to support an opinion-choose a topic and use an idea support map to plan an opinion paragraph-draft an opinion paragraph-strengthen writing by revising and editing-write an opinion and support it with reasons

Spelling:-words with /j/ and /s/words:agespacechangejawbonejacketgiantpencilcircleoncelargedancejeansbouncehuge

Grammar:-adjectives that compare

Writing:-opinion writing-voice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding

What are some differences among types of trees?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail in complete sentences-decode, read, and spell multi-syllable words with /k/ and /kw/ sounds-use text features to locate and understand information-use graphic features to demonstrate understanding of a text-ask and answer questions to check understanding of a text-identify features of informational text-determine the meanings of domain specific words by using context clues-come to a discussion prepared and explain own ideas-demonstrate understanding of a text by using it as the basis for

Reading:-text and graphic features-domain specific vocabulary-questioning-phonics-fluency

Vocabulary:-word rootswords:pollenstore

Lesson 18


words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.5-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.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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

answering questions-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-identify and understand the meaning of the root words bio, graph, phon, and tele-use words with roots in sentences

Spelling:TSWBAT-spell words with /k/ and /kw/ sounds

Grammar:TSWBAT-identify and use forms of the verb "be"-use helping verbs correctly for subject-verb agreement-identify and use abstract nouns-use the forms of the verb "be" and the helping verbs "have and has" correctly

Writing:TSWBAT-write a problem and solution paragraph supported by strong details-provide a solution and reasons that support the solution-provide facts and examples to support reasons-write about a problem and solution supported by reasons, facts, and examples-strengthen writing by revising and editing-write a poem using strong descriptive words

clumpspassagesabsorbthroughoutcoverings spinestropicaldissolve

Spelling:-the /k/ and kw/ soundswords:sharkcheckqueencircusflakecracksecondsqueezequartsqueakquickcoldestAfricaMexico

Grammar:-the verb "be" and helping verbs


range of discipline-specific tasks, purposes, and audiences. L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.5-With guidance and support from peers and adults, develop and

How do members of a community help each other?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-recount details of a text read aloud-decode, read, and spell multi-syllable words with the vowel sounds in spoon and wood-read words and sentences to improve fluency-describe how each scene of a play builds on earlier scenes-recount and summarize the main action that occurs in each scene of the play-identify features of a play-describe how characters, setting, and plot develop throughout the scenes of a play-use key details to determine the central message, or lesson, of a myth-discuss how members of a community help each other-use text evidence to explain answers to questions about Two Bear Cubs-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project-distinguish between paraphrasing and plagiarism

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a digital glossary to determine or clarify the meaning of words and phrases-determine the meanings of words with the prefixes pre-, re-, and bi

Spelling:TSWBAT-spell words with the vowel sounds in spoon and wood

Grammar:TSWBAT-correctly use the past tense forms of the irregular verbs come, do, go, run, and see-correctly use the past tense forms of the irregular verbs eat, give, grow, take, and write-correctly form and use the past tense forms of irregular verbs-use the correct forms of verbs in the present tense to agree with subject pronouns

Reading:-story structure-story message-summarizing-phonics-fluency

Vocabulary:-prefixes pre-, re-, biwords:scoldinggreedilyignoreshesitationburdenglancingbaseconsoledrowsyheroic

Spelling:-vowel sounds in spoon and woodwords:moodwoodendrewsmoothblueballoontruecrookedchewtoothhoovescoolfoodpooch

Grammar:-irregular verbs

Writing:-opinion writing

Lesson 19


strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

Writing:TSWBAT-identify the characteristics of a good persuasive essay-choose reasons the audience will care about-plan a persuasive essay-write a character description

-ideas

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking

What are the coldest places on Earth like?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-determine the main ideas and supporting details of a text read aloud-decode, read, and spell compound words-identify the main ideas and details of informational text-use text evidence to make inferences and predictions-use context to determine the literal or non-literal meaning of a word or phrase-identify features of informational text-determine the meanings of domain specific words by using context clues-support ideas and responses with evidence from informational text-read orally at an appropriate rate-use context clues to read with accuracy-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project-gather information from print and digital sources

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use sentence level context as a clue to the meaning of a word-use a dictionary to determine or clarify the meaning and pronunciation of words and phrases

Spelling:TSWBAT-spell compound words

Grammar:TSWBAT-identify adverbs that tell how-identify adverbs that tell where and when

Reading:-main ideas and details-literal and non-literal meanings-infer and predict-phonics-fluency

Vocabulary:-using a dictionary and glossarywords:sheltercolonyconstantwildernessclimateregionunexpectedglidingoverheatedlayer

Spelling:-compound wordswords:birthdayanyonesometimeseverythinghomeworkafternoonairplanegrandmothersomethingwithouthimselffarawaysunburned

Lesson 20


about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-form and use simple past, present, and future verb tenses-identify and use adverbs

Writing:TSWBAT-draft a persuasive essay-write paragraphs that give reasons in persuasive essay-anticipate readers' arguments-strengthen writing by revising and editing-use technology to publish writing

daylight

Grammar:-adverbs


Theme 4 ~ Note: Lesson 17 also includes the following Science standards: SC.3.N.1.3 SC.3.N.1.5


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a

Why is it important to take care of our environment?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail and elaboration-decode, read, and spell multi-syllable words with vowel + /r/ sound as in air and fear

Reading:-story structure-theme-monitor and clarify-phonics-fluency

Lesson 16


range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.10-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.

-read words and sentences to improve fluency-identify and connect the characters, setting, and plot in each chapter-reread or read ahead to monitor and clarify understanding-identify features of humorous fiction-explain how each chapter builds upon previous chapters-use text details to identify theme-read orally at an appropriate rate-prepare for a discussion and use evidence from the text to answer questions-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-compare and contrast stories by the same author-speak clearly at an understandable pace-compare and contrast the themes, settings, and plots of two stories-report on the texts with descriptive detail

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a print dictionary to determine or clarify the meaning of words and phrases-use context to understand the meanings of unknown words-determine the literal or non-literal meanings of words and phrases in a text

Spelling:TSWBAT-spell words with the vowel + /r/ sound as in air and fear

Grammar:TSWBAT-identify adjectives that tell what kind-identify and use adjectives that tell how many-use and identify the adjectives "this and that", and the articles "a, an, and the"-form the plural of nouns that end with a consonant and y, that change spelling, or that have no spelling change

Writing:TSWBAT-identify the characteristics of a good persuasive letter-introduce a topic and an opinion for a persuasive paragraph-plan a persuasive letter-use positive and polite words when planning to write a persuasive letter-strengthen writing by revising and editing-write and email to offer advice

Vocabulary:-context clueswords:recycleprojectdrippingcartoncomplicatedpollutionrubbishhardlyshadeglobal

Spelling:-vowel + /r/ as in air and fearwords:airwearchairstairsbarebearhaircarepearpairsharenearearbeard

Grammar:-adjectives and articles


L.3.1-Demonstrate command of the conventions of standard English grammar What can Reading: Reading: Lesson Journeys and

and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.6-Distinguish their own point of view from that of the author of a text.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

fossils tell us about the past?

TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail-speak in complete sentences when answering questions-decode, read, and spell multi-syllable words with /j/ and /s/-read words and sentences to improve fluency-use text evidence to draw conclusions and demonstrate understanding of a text-use text evidence to visualize what the author describes-use questioning strategies to self-monitor understanding of a text-identify features of informational text-use text features to locate information-use text evidence to draw conclusions and demonstrate understanding of a text-use signal words as clues when drawing conclusions-determine the author's point of view and distinguish it from one's own-prepare for a discussion and explain key ideas-demonstrate understanding of a text by using it as the basis for responses to questions-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-decode and read words with the VCCCV pattern-read orally with appropriate stress to improve fluency-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a digital dictionary to determine or clarify the meaning of words and phrases

Spelling:TSWBAT-spell words with /j/ and /s/

Grammar:TSWBAT-identify comparative adjectives-form and use comparative adjectives-form and use superlative adjectives-recognize that proper nouns and titles begin with capital letters

Writing:TSWBAT-identify the characteristics of a good opinion paragraph-use interesting and convincing details to support an opinion-choose a topic and use an idea support map to plan an opinion

-conclusions-point of view-visualizing-phonics-fluency

Vocabulary:-suffix -lywords:fossilscluesremainsproveevidenceskeletonsuncoveringburiedfiercelocation

Spelling:-words with /j/ and /s/words:agespacechangejawbonejacketgiantpencilcircleoncelargedancejeansbouncehuge

Grammar:-adjectives that compare

Writing:-opinion writing-voice

17 Zaner-Bloser

paragraph-draft an opinion paragraph-strengthen writing by revising and editing-write an opinion and support it with reasons

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.5-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.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts,

What are some differences among types of trees?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions with an appropriate level of detail in complete sentences-decode, read, and spell multi-syllable words with /k/ and /kw/ sounds-use text features to locate and understand information-use graphic features to demonstrate understanding of a text-ask and answer questions to check understanding of a text-identify features of informational text-determine the meanings of domain specific words by using context clues-come to a discussion prepared and explain own ideas-demonstrate understanding of a text by using it as the basis for answering questions-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a glossary to determine or clarify the meaning of words and phrases-identify and understand the meaning of the root words bio, graph, phon, and tele-use words with roots in sentences

Spelling:TSWBAT-spell words with /k/ and /kw/ sounds

Grammar:TSWBAT-identify and use forms of the verb "be"-use helping verbs correctly for subject-verb agreement-identify and use abstract nouns-use the forms of the verb "be" and the helping verbs "have and has" correctly

Writing:TSWBAT-write a problem and solution paragraph supported by strong

Reading:-text and graphic features-domain specific vocabulary-questioning-phonics-fluency

Vocabulary:-word rootswords:pollenstoreclumpspassagesabsorbthroughoutcoverings spinestropicaldissolve

Spelling:-the /k/ and kw/ soundswords:sharkcheckqueencircusflakecracksecondsqueezequartsqueakquickcoldestAfricaMexico

Grammar:-the verb "be" and helping verbs

Writing:

Lesson 18


building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

details-provide a solution and reasons that support the solution-provide facts and examples to support reasons-write about a problem and solution supported by reasons, facts, and examples-strengthen writing by revising and editing-write a poem using strong descriptive words

-opinion writing-word choice

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

How do members of a community help each other?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-recount details of a text read aloud-decode, read, and spell multi-syllable words with the vowel sounds in spoon and wood-read words and sentences to improve fluency-describe how each scene of a play builds on earlier scenes-recount and summarize the main action that occurs in each scene of the play-identify features of a play-describe how characters, setting, and plot develop throughout the scenes of a play-use key details to determine the central message, or lesson, of a myth-discuss how members of a community help each other-use text evidence to explain answers to questions about Two Bear Cubs-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project-distinguish between paraphrasing and plagiarism

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses

Reading:-story structure-story message-summarizing-phonics-fluency

Vocabulary:-prefixes pre-, re-, biwords:scoldinggreedilyignoreshesitationburdenglancingbaseconsoledrowsyheroic

Spelling:-vowel sounds in spoon and woodwords:moodwooden

Lesson 19


RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-use a digital glossary to determine or clarify the meaning of words and phrases-determine the meanings of words with the prefixes pre-, re-, and bi

Spelling:TSWBAT-spell words with the vowel sounds in spoon and wood

Grammar:TSWBAT-correctly use the past tense forms of the irregular verbs come, do, go, run, and see-correctly use the past tense forms of the irregular verbs eat, give, grow, take, and write-correctly form and use the past tense forms of irregular verbs-use the correct forms of verbs in the present tense to agree with subject pronouns

Writing:TSWBAT-identify the characteristics of a good persuasive essay-choose reasons the audience will care about-plan a persuasive essay-write a character description

drewsmoothblueballoontruecrookedchewtoothhoovescoolfoodpooch

Grammar:-irregular verbs


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words

What are the coldest places on Earth like?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-determine the main ideas and supporting details of a text read aloud-decode, read, and spell compound words-identify the main ideas and details of informational text-use text evidence to make inferences and predictions-use context to determine the literal or non-literal meaning of a word or phrase-identify features of informational text-determine the meanings of domain specific words by using context clues-support ideas and responses with evidence from informational text-read orally at an appropriate rate-use context clues to read with accuracy-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-read orally at an appropriate rate with expression-speak clearly at an understandable pace-conduct a short research project

Reading:-main ideas and details-literal and non-literal meanings-infer and predict-phonics-fluency

Vocabulary:-using a dictionary and glossarywords:sheltercolonyconstantwildernessclimateregionunexpectedgliding

Lesson 20


and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-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.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7-Conduct short research projects that build knowledge about a topic.

-gather information from print and digital sources

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use sentence level context as a clue to the meaning of a word-use a dictionary to determine or clarify the meaning and pronunciation of words and phrases

Spelling:TSWBAT-spell compound words

Grammar:TSWBAT-identify adverbs that tell how-identify adverbs that tell where and when-form and use simple past, present, and future verb tenses-identify and use adverbs

Writing:TSWBAT-draft a persuasive essay-write paragraphs that give reasons in persuasive essay-anticipate readers' arguments-strengthen writing by revising and editing-use technology to publish writing

overheatedlayer

Spelling:-compound wordswords:birthdayanyonesometimeseverythinghomeworkafternoonairplanegrandmothersomethingwithouthimselffarawaysunburneddaylight

Grammar:-adverbs


W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

Theme 5

Standards Essential Questions AssessmentsSkills Content LessonsResources

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering

What was life on the prairie like for the pioneers?

Reading:TSWBAT-listen to fluent reading-ask and answer questions about what a speaker says-answer questions in complete sentences-blend and read base words with ending -ed and -ing-spell and write base words with ending -ed and -ing-read words and sentences to improve fluency-describe the characters, setting,and plot of a story-determine how the actions of characters can affect the sequence of events within a story and the story structure-describe characters and explain how their actions contribute to the story's sequence of events-demonstrate understanding through monitoring and clarifying story events-ask and answer questions while reading-identify features of historical fiction-identify the sequence of events-determine the meaning of domain specific words and phrases-distinguish own point of view from the narrator's or characters' point of view-answer questions to demonstrate understanding of a text-read orally at an appropriate rate-read fluently with intonation-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace-learn and follow rules for a discussion-hold a discussion

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use a dictionary to determine or clarify the meaning of

Reading:-story structure-point of view-monitor and clarify-phonics-fluency

Vocabulary:-prefix -nonwords:prairieslickfetchclatteredsniffroughbattedthumpedbuzzingrustle

Spelling:-words that end with -ed and -ingwords:comingswimmingdroppingtappingtapinginvitedsavingstaredplannedchangingjokinglovedgripped

Lesson 21


appropriate elaboration and detail.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

words and phrases-identify and use the prefix -non and use it to identify the meaning of new words

Spelling:TSWBAT-spell words with -ed and -ing

Grammar:TSWBAT-identify comparative adverbs-form and use comparative adverbs-form and use superlative adverbs-review how to identify adjectives that tell what kind and how many

Writing:TSWBAT-identify the characteristics of a good fictional narrative paragraph-write a response to literature as an opinion-use setting to establish a situation-use story structure to plan a fictional narrative paragraph-draft a fictional narrative that uses vivid verbs to describe action and develop characters' experiences-strengthen writing by revising and editing

tasted

Grammar:-adverbs that compare


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8-Describe the logical connection between particular sentences and paragraphs in a

Why do animals migrate to other places?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-ask and answer questions about what a speaker says-decode, read, and spell multi-syllable words with -s, -es, -ed, and -ing-read words and sentences to improve fluency-compare and contrast important ideas and details in an informational text-use text details to visualize information-discuss the effect of an author's choice of words and phrases i a text-ask and answer questions while reading-identify features of informational text-explain own ideas in light of discussion-blend and read plurals ending in -ves-spell and write irregularly spelled plurals ending in -ves-read fluently paying attention to punctuation-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book

Reading:-compare and contrast-author's word choice-visualizing-phonics-fluency

Vocabulary:-word rootswords:migratesurvivalplentyfrighteningaccidentssolidchillylandscapethunderousdramatic

Spelling:-changing final y to iwords:

Lesson 22


text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10-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.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-create an audio recording -speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-distinguish between shades of meaning among related words-identify the root of a word and use it to determine meaning

Spelling:TSWBAT-spell words where final y changes to i

Grammar:TSWBAT-form and use comparative and superlative adjectives-form and use comparative and superlative adverbs-choose between comparative and superlative adjectives and adverbs-use a, an, and the correctly

Writing:TSWBAT-recognize that good descriptive paragraphs use sensory details to describe-use similes in writing to paint a clear picture-use sensory details to make description clearer while planning writing-draft a descriptive paragraph-strengthen writing by revising and editing-write an opinion supported by reasons in response to informational text

citiescriedpuppieshurriedstoriesfliespartiestriedpenniesfriedcarriedbabiesspiedponies

Grammar:-making comparisons


L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

How can people communicate over long distances?

Reading:TSWBAT-listen to fluent reading-speak in complete sentences when answering questions-ask and answer questions about what a speaker says-decode, read, and spell words with the common suffixes -ful, -y, -ous, -ly, -er-identify and know the meaning of common suffixes-read words and sentences to improve fluency-describe how a character's actions determine the sequence of events-analyze parts of the story and how parts build on earlier sections-discuss the effect of an author's choice of words and phrases in a text-ask and answer questions while reading

Reading:-sequencing-formal and informal language-analyze and evaluate-phonics-fluency

Vocabulary:-suffixes -er, -estwords:sinceremanaged

Lesson 23


RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-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.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.10-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.

-identify features of a fantasy-identify the sequence of events-recognize the differences between the conventions of spoken and written English-answer questions to show understanding of the sequence of events and of the text-distinguish between formal and informal spoken and written language-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-recount an experience with appropriate facts and descriptive details-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use print glossaries to determine or clarify the meanings of words and phrases-use the meaning of suffixes to determine the meaning of new words

Spelling:TSWBAT-spell words with suffixes -ful, -ly, and -er

Grammar:TSWBAT-form and use singular possessive nouns-form and use plural possessive nouns-form and use possessive pronouns-choose the correct present or past tense of the verb "be"

Writing:TSWBAT-identify the characteristics of good dialogue-write a letter to show understanding of a story and its characters-use dialogue to show character's feelings-use dialogue while planning a fictional narrative-use different kinds of sentences when drafting dialogue-strengthen writing by revising and editing

loadedloveliestconversationsinspiredreunioncurrentlypleasureterror

Spelling:-suffixes -ful, -ly, -erwords:singerloudlyjoyfulteacherfightercloselypowerfulfarmerquicklycarefulfriendlyspeakerwonderfultruly

Grammar:-possessive nouns and pronouns


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

What changes do

Reading: Reading: Lesson Journeys

and Zaner-

L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

volcanoes cause?

TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-ask and answer questions about a text read aloud-decode, read, and spell words with common prefixes un-, pre-, re-, bi--identify and know the meaning of common prefixes-read words and sentences fluently-determine the author's purpose-ask and answer questions about the text before, during, and after reading-analyze how illustrations help create the story's mood-identify features of realistic fiction-describe and compare characters in the story-use text evidence to answer questions about the text-determine the meaning of domain specific words and phrases-use word recognition to read with accuracy-read orally at an appropriate rate-read and comprehend literature-ask and answer questions to demonstrate understanding-read independently from a "just right" book-use context to confirm or self-correct when reading unfamiliar words-speak clearly at an understandable pace-conduct a short research project-develop a topic with facts, definitions, and details

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-distinguish between shades of meaning among related words that describe a degree of certainty-choose the correct word to describe a degree of certainty-use print glossaries and dictionaries to determine the meaning of words and phrases

Spelling:TSWBAT-spell words with prefixes re- and un-

Grammar:TSWBAT-identify complex sentences and the functions of nouns and verbs in sentences-identify subordinating conjunctions-use subordinating conjunctions to form complex sentences-form and use possessive nouns and pronouns-use dependent clauses and subordinating conjunctions to

-author's purpose-analyze illustrations-questioning-phonics-fluency

Vocabulary:-shades of meaningwords:voyagelavarippledarrivalguidedtwistedaboardanchorspottedbay

Spelling:-prefixes re-, un-words:unfoldrejoinuntiereheatunfairunclearrepaidrewriteunhurtrecheckunluckyunwrapreuseunsure

Grammar:-complex sentences


24 Bloser

W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.7-Conduct short research projects that build knowledge about a topic.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

form complex sentences

Writing:TSWBAT-identify the characteristics of a good fictional novel-use vivid detail to create a clear picture for readers-organize ideas for a fictional narrative-plan a fictional narrative

L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.5-Demonstrate understanding of word relationships and nuances in word meanings.L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10-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.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-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.RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character

Why do mountain climbers need to be well prepared?

Reading:TSWBAT-listen to fluent reading-determine the main idea and details of a selection read aloud-ask and answer questions about what a speaker says-decode, read, and spell words with common suffixes -less, -ness, and -able-read words and sentences to improve fluency-use text features to locate information and graphic features to demonstrate understanding-use text details to visualize information-infer what information is important to the author in an informational text-predict what will be learned from an informational text-ask and answer questions while reading-identify features of informational text-determine the main idea-identify supporting ideas and explain how they support the main idea-demonstrate understanding of a text by using it as a basis for responding to questions-determine the meaning of domain specific words and phrases-discuss how details support the main idea-read orally at an appropriate rate and with expression-read and comprehend informational text-ask and answer questions to demonstrate understanding-read independently from a "just right" book-report on a topic-speak clearly at an understandable pace

Vocabulary:TSWBAT-acquire and use vocabulary-acquire and use general academic words and phrases-identify real life connections between words and their uses-use digital dictionaries to determine or clarify meaning of words and phrases-complete and understand analogies

Spelling:TSWBAT

Reading:-text and graphic features-main ideas and details-infer/predict-phonics-fluency

Vocabulary:-analogieswords:approachedsectionavalanchesincreasesequipmenttanksslopesaltitudesucceedhalt

Spelling:-suffixes -less and -nesswords:painlesssicknesssadnesshelplessthanklesskindnesshopelessdarknessfearlessthicknesscarelessgoodnessspotlesssoftness

Grammar:

Lesson 25


or setting).RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, 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.

-spell words with the suffixes -less and -ness

Grammar:TSWBAT-form and use comparative and superlative adjectives-form and use comparative and superlative adverbs-choose between comparative and superlative adjectives and adverbs and choose between them-use a, an, and the correctly

Writing:TSWBAT-draft a fictional narrative-choose words for their effect-incorporate description and dialogue to show characters' feelings-strengthen writing by revising and editing-use technology to publish a fictional narrative-use details from the text to write a response to literature

-words that compare


web viewyour landscape map report has been published. here is your link:

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