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THIRD GRADE CURRICULUM MAPFirst Eight Weeks Second Eight Weeks Third Eight Weeks Fourth Eight Weeks
Theme: School Community and
friendship
Theme: Communities Across Cultures
Theme: Stories Worth Telling Again and Again
Theme: Barrington, Rhode Island and How Water Effects
Communities
Subgenres- Realistic Fiction, Poetry
Subgenres- Literary Nonfiction and Historical Scientific and Technical Texts
Subgenres- Fables, Folktales, Dramas and Myths
Subgenres- Literary Nonfiction and Historical Scientific and Technical Texts
Topic: Narratives
Unit 1
Unit 1.2 Unit 1 Topic- Informational
Unit 2 Topic- Informational
Unit 1 Topic- Fables and Folktales
Unit 2 Topic- Dramas and
Myths
Unit 1 Topic- Informational
Unit 2 Topic- Informational
Reading Standards tested: RL 1, 3, 4, 7 and 9
Reading Standards tested: RL 2, 3, 5, 6
Reading Standards tested: RI 1, 2, 4, 7 and 8
Reading Standards tested: RI 3, 5, 6, 9 and 10
Reading Standards tested: RL 1, 4, 6, 7 and 9
Reading Standards tested: RL 2, 3 and 5
Reading Standards tested: RI 1, 2, 4, 5, 7 and 8
Reading Standards tested: RI 3, 6, 9 and 10
RL 10 ET: Because of Winn Dixie
ST: The Recess Queen, Roxie and the Hooligans 930LBully by PPJunkyard Wonders,The Sandwich Swap
RI 10 ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids
RL 10
ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of RiceThe Woman Who Outshone the SunSam and the Lucky Money, The Fox and the StorkTwo Bad Ants
RI 10 ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose,Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradinand Rhode Island John Warner Time for Kids
Reading Performance Task After reading various texts students will identify the main character, character traits and evidence to support each.
Poetry: Identify literal and non- literal meaning of words
Reading Performance Task: *Evidence Based Response *Determine Main Idea Task *Compare/Contrast Task
Reading Performance Task: *Evidence Based Response- *Cause/Effect Task *Compare/Contrast Texts Task
Reading Performance Task: * Explain/Identify Theme
Reading Performance Task: *Explain/Identify Theme
Reading Performance Task *Task to Determine Meaning of content vocabulary *Evidence Based Response *Task for using text features and search tools
Reading Performance Task *Task to distinguish point of view from that of the author
Reading Foundation skills 3abcd,4abc
Reading Foundation skills 3abcd,4abc Reading Foundation skills 3abcd,4abc
Reading Foundation skills 3abcd,4abc
Writing Standards tested :Narrative W3
Writing Standards tested: Informative/Explanatory W2
Writing Standards tested:OpinionW1
NarrativeW3
Informative W2
Opinion W1
Writing Performance Task Students will write a narrative
Writing Performance Task: Students will write informative/explanatory texts
Writing Performance Task: Students will write an opinion piece
Writing Performance Task: Students will complete narrative, informative and opinion "short" pieces of writing.
2 opinion pieces supporting a positionW1, 4, 5, 6, 9,10
2 informative/explanatory piecesexamining a topic and conveying ideasW2, 4, 5, 6, 9,10
2 informative/explanatory piecesexamining a topic and conveying ideasW2, 4, 5, 6, 9,10
2 opinion pieces supporting a positionW1, 4, 5, 6, 9,10
1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7
1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7
1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7
1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7
1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10
1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10
1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10
1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10
Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8
Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8
Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8
Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8
Language Standards tested: 1a-f,2c, 2ef, 5a,
6
Language Standards tested:2a,b,d,g,2ef,4abcd,6
Language Standards tested:1g-I,2c,2ef,5abc,6
Language Standards tested: 2def,4abcd,6
Speaking/Listening Standards
tested:1a,b,c,d,2,6
Speaking/Listening Standards tested:3, 4,5
Speaking/Listening Standards tested:
1a,b,c,d,2,6
Speaking/Listening Standards tested:3, 4,5
Speaking/Listening Task Engage in a collaborative discussion to allow students to demonstrate their understanding of characters
and their traits and support their opinion.
Speaking/Listening Task
L3 Knowledge of Language < Skills addressed
throughout the year >SL1-6. Confirm understandingsParticipate in collaborative discussionsReport findings
Unit 1
Instructional Days: 20 days
Unit Summary
Students will ask and answer questions referring explicitly to a text. Students are expected to support their answers by using details from literary text. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.
Students will read poems to become familiar with literal and non-literal language.
While exploring literary texts students will develop their own narratives, containing real or imagined experiences.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English grammar and usage, focusing upon the functions of nouns, verbs, and adjectives.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will learn about the cutting patterns such as VCV and VCCCV. Students will also learn about the use of Y as a vowel and Y in the middle of a word.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:Literary Ask and answer
questions referring explicitly to the text
describe characters in a story and explain how their actions contribute to the sequence of events
determine meanings
Writing:Narrative Select and write to
a focus Include evidence,
details Develop real or
imagined experiences
Speaking/Listening Orally
demonstrate understanding of information (text read aloud, from a presentation, or media source)
Ask and answer questions about information from a
Language Explain the function
of nouns, verbs, adjectives, and in general and their function in particular sentences
Demonstrate command of capitals in titles*literal and non-
Foundation Skills Read grade level high
frequency words Read on level text accurately
with appropriate rate Learn cutting patterns VCV,
VCCCV, VCCCCV Learn the use of Y as a vowel
and Y in the middle of a word
of words and phrases explain how
illustrations contribute to meaning
compare and contrast, themes, settings, plots of stories written by the same author (series of books)
speaker literal meanings of words
Texts
ET: Because of Winn Dixie ST: The Recess Queen, Roxie and the Hooligans 930LBully by PP Junkyard Wonders, The Sandwich Swap
Focus Standards
Reading Literature
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 eventsRL.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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1b Form and use regular and irregular plural nouns.L.3.1c Use abstract nouns (e.g., childhood).L.3.1d Form and use regular and irregular verbs.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)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).
Speaking and Listening
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.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Unit Name Quarter 1 Unit 2
Instructional Days: 20 days
Topic: Narrative
Theme: School Community and Friendship
Unit Summary
Students will recount stories, determine the central message, and describe characters and explain how their actions contribute to the sequence of events. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.
Students will write narratives including temporal words and phrases.
Students will engage effectively in a range of collaborative discussions.
Students will explain the function of pronouns. They will also identify real life connections between words and their use. Students will use a variety of tools to determine word meaning.
Students will recognize and identify the meaning of common prefixes and suffixes.
Students will follow the scope and sequence for Project Read Quarter One, Lessons 24-29.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:Literary Recount stories and
determine the central message
Describe characters (traits, motivations, feelings) and explain how their actions
Writing:Narrative Include
temporal words and phrases (transition words) to
Speaking/Listening Engage effectively in
a range of collaborative discussions (come prepared, follow agreed upon rules, ask questions,
Language Explain the function of
nouns, pronouns, verbs, adjectives, in general and their function in particular sentences
Identify real life connections between words and their use
Foundation Skills Recognize and
identify the meaning of common prefixes and suffixes
Vowel teams Short e Schwa
contribute to the sequence of events
Refer to parts of poems using the term stanza
Distinguish their own point of view from narrator or character
ensure coherence
explain thinking) (using new vocabulary in context)
Use a variety of tools to determine word meaning (context clues, root words, glossary/dictionary, prefixes, affixes, suffixes)
Final consonant –le -dge Vowel Dipthongs oo
Texts
ET: Because of Winn Dixie ST: The Recess Queen, Roxie and the Hooligans 930LBully by PP Junkyard Wonders, The Sandwich Swap
Focus Standards
Reading Literature
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 eventsRL.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.3.10 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1b Form and use regular and irregular plural nouns.L.3.1c Use abstract nouns (e.g., childhood).L.3.1d Form and use regular and irregular verbs.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)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).
Speaking and Listening
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.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Unit Name Quarter 2 Unit 1
Instructional Days: 20 days
Topic: Informational Texts
Theme: Communities Across Cultures
Unit Summary
Students will ask and answer questions to demonstrate understanding of a text referring explicitly to the text and determine the main idea of a text, recounting the key details. They will describe the logical connections between sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/ third in a sequence.
Students will write informative/explanatory texts to examine a topic to convey ideas and information clearly, by introducing a topic and grouping related information together and including illustrations. They will develop the topic with facts, definitions, and details and produce writing in which the development and organization are appropriate to task and purpose. Students will also recall information from experiences or gather information from print and digital sources; take brief notes and sort evidence
Students will 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.
Students will capitalize appropriate words and titles and use commas in addresses. They will consult reference materials including beginning dictionaries as needed to check and correct spellings. They will use conventional spelling for high frequency and other studied words and for adding suffixes to base words. Students will use sentence level context as a clue to the meaning of a word or phrase and use a known root word as a clue to the meaning of an unknown word.
Students will follow the scope and sequence for Project Read.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:Informational Ask and answer
questions to demonstrate understanding of a text referring explicitly to the text
Determine the main idea of a text, recount the key details
Determine meaning of academic and domain specific words and phrases
Describe the logical connections between sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/ third in a sequence
Use illustrations and information to demonstrate
Writing:Informational*Write informative/explanatory texts to examine a topic to convey ideas and information clearly, by…
Introducing a topic and grouping related information together
Including illustrations
Developing the topic with facts, definitions, and details
Produce writing in which the development and organization are appropriate to task and purpose
Recall information from experiences or gather information from
Speaking/Listening 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.
Language Capitalize appropriate
words and titles Use commas in addresses Consult reference
materials including beginning dictionaries as needed to check and correct spellings
Use conventional spelling for high frequency and other studied words and for adding suffixes to base words
Use sentence level context as a clue to the meaning of a word or phrase
Use a known root word as a clue to the meaning of an unknown word
Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases
Foundation Skills Decode words with
common Latin suffixes
Read grade appropriate irregularly spelled words
Read on level text with purpose and understanding
Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
understanding of text
Describe the connection between sentences and paragraphs in a text
print and digital sources; take brief notes and sort evidence
Texts
ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids
Focus Standards
Reading Literature
Reading Information
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.3.7 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2a Capitalize appropriate words in titles.L.3.2b Use commas in addresses.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings..L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.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).
Speaking and Listening
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.3.5 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 here for specific expectations.)
Unit Name /Number Quarter 2 Unit 2
Instructional Days: 20 days
Topic: Informational Texts
Theme: Communities Across Cultures
Unit Summary
Students will describe the relationship between a series of historical events, using language that pertains to time, sequence, cause and effect. They will also compare and contrast the most important points and key details presented in two texts on the same topic. By the end of the year, students will read and comprehend informational text, at the high end of the grades 2-3 text complexity band.
Students will use linking words and phrases to connect ideas within categories of information and provide a concluding statement/section while developing and strengthen writing as needed by planning, revising, and editing. They will use technology to produce and publish writing and conduct short research projects that build knowledge about a topic.
Students will 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.
Students will follow the district's scope and sequence for Project Read.
Students will decode multisyllable words, read grade appropriate irregularly spelled words, read on level text with purpose and understanding, read on level prose and poetry orally with accuracy with an appropriate rate, and expression on successive readings and use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:Informational Describe the relationship
between a series of historical events, using language that pertains to time, sequence, cause and effect
Distinguish their own point of view from that of the author
Compare and contrast the most important points and key details presented in two texts on the same topic.
Use text features and search tools
By the end of the year, read and comprehend informational text, at the high end of the grades 2-3 text complexity band
Writing:Informational Use linking words
and phrases to connect ideas within categories of information and provide a concluding statement/section
Develop and strengthen writing as needed by planning, revising, and editing
Use technology to produce and publish writing
Conduct short research projects that build knowledge about a topic
Speaking/Listening 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.
Language Form and use
possessives Use spelling patterns
and generalizations in writing words
Determine the meaning of the new word formed when a known affix is added to a known word
Acquire and use accurately grade appropriate, conversational, general academic and domain specific words and phrases (spatial and temporal relationships)
Foundation Skills Decode multi-syllable
words Read grade appropriate
irregularly spelled words Read on level text with
purpose and understanding
Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Texts
ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids
Focus Standards
Reading Literature
Reading Information
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.3.5 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.3.9 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2a Capitalize appropriate words in titles.L.3.2b Use commas in addresses.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings..L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.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).
Speaking and Listening
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.3.5 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 here for specific expectations.)
Unit Name /Number Quarter 3 Unit 1
Instructional Days: 20 days
Topic: Fables and Folk Tales
Theme: Stories Worth Telling Again and Again
Scott Foresman Stories- Ananse's Feast, One Grain of Rice, The Woman Who Outshone the Sun, Sam and the Lucky Money, The Fox and the Stork, Two Bad Ants
Unit Summary
Students will recount fables and folk tales. Students will determine the central message, lesson or moral of these stories and explain how it is conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.
Students will continue to develop their own opinion pieces.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English grammar and usage, focusing upon gaining a beginning understanding of adverbs, conjunctions and comparative and superlative adjectives.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Fables and Folktales Ask and answer
questions Determine the
Writing: Opinion Students will write
opinion pieces on topics or texts supporting a point of view with
Speaking/Listening Orally demonstrate
understanding of information (text read aloud, from a
Language Demonstrate command of the
convention of standard English grammar and usage when writing or speaking which
Foundation Skills Read grade level high
frequency words Read on level text accurately
with appropriate rate
meaning of words and phrases distinguishing literal from nonliteral
Distinguish their own point of view from the narrator or character
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters
reasons*Introduce a topic, state an opinion and create an organizational structure that lists reasons that support the opinion
presentation, or media source)
Ask and answer questions about information from a speaker
includes:*explain the function of adverbs*form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified*use coordinating and subordinating conjunctions*produce simple compound and complex sentences
Demonstrate command of the conventions of standard English, capitalization, punctuation and spelling when writing.*use conventional spelling for high frequency words*use spelling patterns and generalizations in writing wordsdegrees of certainty
Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases including those that signal spatial and temporal relationships
Refer to Project Read Quarter 3 Scope and Sequence
Texts
ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of Rice
The Woman Who Outshone the Sun Sam and the Lucky Money, The Fox and the Stork Two Bad Ants
Focus Standards
Reading Literature
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.3.4 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.3.9 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.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 here.)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 audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1h Use coordinating and subordinating conjunctions.L.3.1i Produce simple, compound, and complex sentences.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2c Use commas and quotation marks in dialogue.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
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).
Speaking and Listening
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.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 3 Unit 2
Instructional Days: 20 days
Topic: Dramas and Myths
Theme: Stories Worth Telling Again and Again
Unit Summary
Students will recount myths and dramas. Students will determine the central message, lesson or moral of these stories and explain how it is conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.
Students will develop their own opinion pieces.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English, by using commas and quotation marks in dialogue, relationships between words and literal and non-literal meanings of words.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Myths and Drama Recount myths and
determine the central message, lesson or moral and explain how it is conveyed through key details in the text
Describe characters in
Writing:Opinion Students will write
opinion pieces on topics or texts supporting a point of view with reasons*use linking words and phrases to connect opinion and
Speaking/Listening Orally demonstrate
understanding of information (text read aloud, from a presentation, or media source)
Ask and answer questions about information from a speaker
Language Demonstrate command of the
conventions of standard English, capitalization, punctuation and spelling when writing.*use commas and quotation marks in dialogue*use conventional spelling for high frequency words
Foundation Skills Read grade level high
frequency words Read on level text accurately
with appropriate rate Refer to Project Read Quarter
3 Scope and Sequence
a story and explain how their actions contribute to a sequence of events
Refer to parts of dramas when writing or speaking about a text using terms such as scene
reasons*provide a concluding statement or section
*use spelling patterns and generalizations in writing words
Demonstrate understanding of word relationships and nuances in word meanings*distinguish the literal and nonliteral meaning of words and phrases in context*identify real life connections between words and their uses*distinguish shades of meanings among related words that describe states of mind or degrees of certainty
Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases including those that signal spatial and temporal relationships
Texts
ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of Rice The Woman Who Outshone the Sun Sam and the Lucky Money, The Fox and the Stork Two Bad Ants
Focus Standards
Reading Literature
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 eventsRL.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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.
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 here.)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 audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1h Use coordinating and subordinating conjunctions.L.3.1i Produce simple, compound, and complex sentences.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2c Use commas and quotation marks in dialogue.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).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).
Speaking and Listening
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.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 4 Unit 1
Instructional Days: 20 days
Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts
Theme: Barrington, Rhode Island and How Water Effects Communities
Unit Summary (TBD)
Students will learn the history of Barrington and how they functioned as a community ( economy, agriculture, and landmarks)
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Informational
Ask and answer questions
Determine main idea and key details
Determine meaning of academic and domain specific vocabulary
Use text features and search tools
Use illustrations and information to understand text
Describe the connection between sentences and paragraphs in a text
Writing: Narrative, Informative & Opinion
Narrative- Develop real or imagined
experiences or events (descriptive details and clear event sequences)
Opinion- Students will write opinion
pieces supporting a point of view with reasons
Informative Write informative/
explanatory texts to examine a topic to convey ideas and information clearly
Speaking/Listening
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.
Language
Form and use possessives Use conventional spelling Use spelling patterns and
generalizations Use sentence level context clues Understand how prefixes change
word meanings Understand how root words
influence word meanings Use glossaries and dictionaries
(print and digital) to determine word meaning
Acquire and use grade appropriate conversational academic vocabulary
Foundation Skills
Decode words with common Latin suffixes
Read grade appropriate irregularly spelled words
Read on level text with purpose and understanding
Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Texts
ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose, Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin and Rhode Island John Warner
Time for Kids
Focus Standards
Reading Literature
Reading Information
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.3.7 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.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).
Speaking and Listening
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.3.5 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
Unit Name /Number Quarter 4 Unit 2
Instructional Days: 20 days
Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts
Theme: Barrington, Rhode Island and How Water Effects Communities
Unit Summary (TBD)
Students will learn about the effects that water and weather have on a community (hurricanes and erosion).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Informational
Describe the relationship between a series of historical events, using language that pertains to time, sequence, cause and effect
Distinguish their own point of view from that of the author
Compare and contrast the most important points and key details presented in two texts on the same topic.
By the end of the year, read and comprehend informational text, at
Writing: Narrative, Informative & Opinion
Narrative- Develop real or
imagined experiences or events (descriptive details and clear event sequences)
Opinion- Students will write
opinion pieces supporting a point of
Speaking/Listening
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.
Language
Form and use possessives Use conventional spelling Use spelling patterns and
generalizations Use sentence level
context clues Understand how prefixes
change word meanings Understand how root
words influence word meanings
Foundation Skills
Decode words with common Latin suffixes
Read grade appropriate irregularly spelled words
Read on level text with purpose and understanding
Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and
the high end of the grades 2-3 text complexity band
view with reasons
Informative Write informative/
explanatory texts to examine a topic to convey ideas and information clearly
Use glossaries and dictionaries (print and digital) to determine word meaning
Acquire and use grade appropriate conversational academic vocabulary
understanding, rereading as necessary
Texts
ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose, Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin and Rhode Island John Warner
Time for Kids
Focus Standards
Reading Literature
Reading Information
R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.R.6 Assess how point of view or purpose shapes the content and style of a text.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (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 here.)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 audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.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).
Speaking and Listening
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.3.5 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