Instructional Pacing Guide - Johnson City Schools Literacy...

Updated 12-14-15

The following instructional pacing guide does not account for writing strategy instruction. It is recommended that teachers allot a

minimum of 30 minutes, three times a week for Self-Regulated Strategy Development (SRSD), 6 + 1 Traits of Writing, Lucy Calkins’ Units

of Study, or other research-based, writer’s workshop approach. It is suggested to explicitly teach informative writing strategies during

the first quarter, opinion writing the second quarter, practice with informative and opinion writing with two texts during the third

quarter, and narrative writing during the fourth quarter.

This pacing guide does not include pacing for small-group, differentiated reading instruction. It is recommended that teachers employ

Guided Reading strategies in small-group settings for a minimum of 45 minutes daily.

There will be two checkpoints:

o First checkpoint is to be opened from September 14-October 16 and will reflect items based information from the first quarter

of this document.

o Second checkpoint will be opened from November 30-January 8 and will reflect items based on information from the second

quarter of this document and feedback from the first checkpoint.

o Individual schools may design their checkpoint schedules within the windows.

QUARTER 1: WEEK 1

Community building activities Take a picture of students on the first day to be used as an activator in Week 2 with A Fine, Fine School

Word Study Administer Elementary Spelling Inventory

Additional Resources

Administer Informative Writing Pre-assessment The Journey of Oliver K. Woodman Unit 5: Lesson 23 from HMH Journeys Into the Book: http://reading.ecb.org Reading interest surveys Notebook Connections and Notebook Know-How by Aimee Buckner Amelia's Notebook by Marissa Moss Seven Habits of Happy Kids by Sean Covey Fill a Bucket: A Guide to Happiness for Young Children by Carol McCloud.

Instructional Pacing Guide

ELA—Third Grade

http://reading.ecb.org/

Updated 12-14-15

QUARTER 1: WEEK 2

Texts Spiraling Reading Standards Text-Dependent Questions Writing Tasks

Unit 1: Lesson 1 Anchor Text: A Fine, Fine School (Humorous Fiction) Paired Text: One-Room Schoolhouses (Informational Text)

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. (Summarization Focus) 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).

Summarization Use retelling cards. Characters (T-chart) What was Tillie’s problem? What caused it? What was Bean’s problem? What was Tillie’s little brother’s problem? What was Mr. Keene’s problem? What motivated Tillie to talk to Mr. Keene about going to school all the time? How did the students’ and the teachers’ actions or lack of action lead to more time at school? What did Tillie learn at school at the beginning of the year? How do Mr. Keene’s decisions affect the students? Was it best? Do you think the author agrees more with Tillie or Mr. Keene about learning? Use text evidence to explain your answer. Illustrations How do the illustrations show how characters’ feelings change over time? Re-read the last paragraph on page 17. How do the illustrations support Mr. Keene’s feeling that this is a fine, fine school?

(Model for students as needed.) What problem did characters in A Fine, Fine School face? Who is responsible for the problem and why? How was the problem solved? Be sure to use facts and details from the passage to support your essay. Follow conventions of standard written English. Manage your time carefully so that you can: • Plan your essay • Write your essay • Revise and edit your essay Your written response should be in the form of a multi-paragraph essay. Type your answer in the space provided.

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Re-read the first paragraph on page 23. How do the illustrations support how the characters really feel? Look at the illustrations on page 26. What details do you notice in the illustrations? What do the illustrations tell you about how the characters really feel?

Language L.3.4a Use sentence‐level context as a clue to the meaning of a word or phrase. Focus on nouns and verbs: L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Focus on simple sentences: L.3.1i Produce simple, compound, and complex sentences.

Word Study Score Elementary Spelling Inventory


District Share Drive

QUARTER 1: WEEKS 3 - 4


TNCore Unit: Habitats Text 1: Visit a Coral Reef: Learn About This Busy Ocean Habitat Text 2: Animals of the Rain Forest: What Creatures Live In This Amazing Place?

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

See unit.

Days 1-7 in the unit focus on informative summary writing. The culminating task is opinion. However, feel free to use the informative task listed under science extensions if it is a better fit for your students’ needs.

https://jcschools-my.sharepoint.com/personal/hogant_jcschools_org/_layouts/15/start.aspx#/Documents/Forms/All.aspx?RootFolder=%2fpersonal%2fhogant_jcschools_org%2fDocuments%2fThird-Grade%20ELA%20Resources&FolderCTID=0x0120005EE678B7BB64DF4D89BE82DEE5AD6927

http://tncore.org/english_language_arts/instructional_resources/k-3/readingunits.aspx


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phrases in a text relevant to a grade 3 topic or subject area. 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.

Language Week 3 (Continued from Week 2) L.3.4a Use sentence‐level context as a clue to the meaning of a word or phrase. Focus on nouns and verbs: L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Focus on simple sentences: L.3.1i Produce simple, compound, and complex sentences. Week 4 L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Focus on subject-verb agreement: L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

Word Study Week 3 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. Review vowel patterns in one-syllable words Week 4 L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Adding –ing to words (no change and doubling); examples: planting, going, skipping




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QUARTER 1: WEEK 5


Unit 1: Lesson 2 Anchor Text: The Trial of Cardigan Jones (Fantasy) Paired Text: You Be the Jury (Informational Text)

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Conclusions, Inferring, and Predicting Focus)

What motivated Cardigan to walk up to Mrs. Brown’s window? Why did Mrs. Brown call the police and mention seeing a moose? What events led to Cardigan being arrested? Describe the process used to determine if Cardigan was guilty or innocent. Find clues the author gives that helped Mrs. Brown form her conclusions. Why did the witnesses all believe Cardigan stole the pie? If you were the judge, what questions would you ask the witnesses? What questions would you ask Cardigan? Until the end of the story, most of the characters are sure Cardigan is guilty of taking the pie. Do you agree with them? What lesson can you learn from the story? How will you apply this lesson in your third-grade classroom? How would you explain the differences between the actions of the witnesses and the judge during the trial? Use text based evidence to support your answer. How would you describe Cardigan? The judge? The witnesses? What physical trait kept getting Cardigan in trouble? What do the words dirty looks tell you about the way the jury felt about Cardigan?

Describe the sequence of events that helped the judge come to the conclusion Cardigan was innocent. Be sure to use facts and details from the passage to support your essay. Follow conventions of standard written English. Manage your time carefully so that you can: • Plan your essay • Write your essay • Revise and edit your essay Your written response should be in the form of a multi-paragraph essay. Type your answer in the space provided.

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Language (Continued from Week 4) L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Focus on subject-verb agreement: L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

Word Study L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Adding –ing to words (no change and CVCe); examples: walking, taking, arriving


Activator: BrainPop- 1.) Court system 2.)Trials Extension Activity : 1.) Make (or bring in) an apple pie for students 2.) Hold a class mock trial Supplemental Story: The Three Little Pigs District Share Drive



Unit 1: Lesson 4 Anchor Text: Pop’s Bridge (Historical Fiction) Paired Text: Bridges (Informational Text)

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.

Character Actions

How did Robert feel about his Pop’s role in the beginning of the story?

Read page 140. How does Robert feel as a result of the bridge accident?

What event changed the way Robert felt about the importance of his Pop’s role?

Re-read the last paragraph on page 132. What does Robert think about the last piece of the puzzle?

Why does Robert hide the last piece of the puzzle? What event changed his mind?

Describe how the bridge accident changed Robert’s feelings about his Pop’s role building The Golden Gate Bridge. Explain how the accident affects Robert’s plans for the final puzzle piece. Be sure to use facts and details from the passage to support your essay. Follow conventions of standard written English. Manage your time carefully so that you can: • Plan your essay • Write your essay • Revise and edit your essay


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Inferring

How do you know Pop loves the bridge?

Predicting

First read: p. 132 What will Robert do with the final puzzle piece?

Re-read the second paragraph on page 131. How does the weather affect Charlie’s feelings about his Pop?

Your written response should be in the form of a multi-paragraph essay. Type your answer in the space provided.

Language 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).

Word Study Week 6 L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Adding –ing: Review of double, e-drop, and no change (base word); examples: getting (double), trading (e-drop), eating (no change) Week 7 L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). y + inflectional endings (base word); examples: play/plays/played/playing, spy/spies/spied


1930s video about the construction of the Golden Gate Bridge http://www.theatlantic.com/video/archive/2011/11/amazing-1930s-film-about-building-the-san-francisco-bay-bridge/247924/ PBS website about the Golden Gate Bridge http://www.pbs.org/wgbh/americanexperience/features/cast-crew/goldengate-credits/ Website about construction of the Golden Gate Bridge http://science.kqed.org/quest/audio/life-on-the-gate-working-on-the-golden-gate-bridge-1933-37/

http://www.theatlantic.com/video/archive/2011/11/amazing-1930s-film-about-building-the-san-francisco-bay-bridge/247924/

http://www.theatlantic.com/video/archive/2011/11/amazing-1930s-film-about-building-the-san-francisco-bay-bridge/247924/

http://www.pbs.org/wgbh/americanexperience/features/cast-crew/goldengate-credits/

http://science.kqed.org/quest/audio/life-on-the-gate-working-on-the-golden-gate-bridge-1933-37/

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QUARTER 1: WEEK 8


Unit 1: Lesson 5 Anchor Text: Roberto Clemente (Biography) Paired Text: Baseball Poems (Poetry)

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. (Cause and Effect Focus) 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. (Visualization Focus) RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (Literal and Nonliteral Meanings Focus) 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. (Visualization Focus)

Re-read pages 168-170. Describe the steps that Roberto Clemente took to become a professional baseball player. How do the illustrations support the text? Think about Roberto Clemente’s life as a professional baseball player. Compare and contrast his popularity in the United States and Puerto Rico. Refer to page 168. Examine how the author uses the word “fever”. What does fever mean in this context? Identify and define other examples of nonliteral words or phrases in the text.

Explain how Roberto Clemente’s struggles as a young boy affect his success later in life as an adult. Be sure to use facts and details from the passage to support your essay. Follow conventions of standard written English. Manage your time carefully so that you can: • Plan your essay • Write your essay • Revise and edit your essay Your written response should be in the form of a multi-paragraph essay. Type your answer in the space provided.

Language Focus on coordinating conjunctions: L.3.1h Use coordinating and subordinating conjunctions. Focus on compound sentences: L.3.1i Produce simple, compound, and complex sentences.


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Word Study L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Suffixes: Plural Endings: -s, -es (words ending in ch, ss, x); examples: trays, houses, lunches, glasses



QUARTER 1: WEEK 9


HMH extended text: Amos and Boris (Adventure)

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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

See HMH Teacher's Edition Unit 2 on page T469.

Think about Amos’ and Boris’ friendship. Choose one of the characters and write a paragraph that describes what makes him a good friend. Be sure to use facts and details from the passage to support your essay. Follow conventions of standard written English. Manage your time carefully so that you can: • Plan your essay • Write your essay • Revise and edit your essay Your written response should be in the form of a multi-paragraph essay. Type your answer in the space provided.

Language L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (Continued from Week 8) Focus on coordinating conjunctions: L.3.1h Use coordinating and subordinating conjunctions.


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Focus on compound sentences: L.3.1i Produce simple, compound, and complex sentences.

Word Study L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Suffixes: Plural Endings: adding –s –es, -ies (base word); examples: chops, benches, foxes, fries





TNCore Unit: Oceans and Continents Text 1: “Ocean” Text 2: “Water, Water Everywhere: Facts About the Ocean” Text 3: “Continents” Text 4: “Seven Special Places”

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 Identify 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.3.9 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.

See unit. See unit.





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Language Week 1 Focus on pronouns: L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Focus on pronoun-antecedent agreement: L.3.1f Ensure subject-verb and pronoun-antecedent agreement. Week 2 L.3.1b Form and use regular and irregular plural nouns.

Word Study Week 1 RF.3.3d Read grade-appropriate irregularly spelled words. Irregular past tense; examples: tell/told, freeze/froze Week 2 RF.3.3d Read grade-appropriate irregularly spelled words. Irregular plurals; examples: wife/wives, foot/feet, deer/deer, wolf/wolves


Jane Goodall informative prompt on TNCore Penguins opinion prompt on TNCore District Share Drive

QUARTER 2: WEEK 3


Unit 2: Lesson 6 Anchor text: Bat Loves the Night (Narrative Nonfiction) Paired text: “A Bat is Born” (Poetry)

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.3.4 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.3.6 Distinguish their own point of view from that of the author of a text.

Describe in detail the steps the mother bat takes in order to find food. Think about how the author describes the bat’s awakening and the things that occur until she returns to her roost. (RI.3.1 Evidence and RI.3.8 Sequencing) What does the text say about how the bat uses its sense of hearing? What does echolocation mean? How is echolocation important to the bat? (RI.3.1 Text Evidence, RI.3.4 Vocabulary)

The author’s point of view is that bat loves the night. Decide whether you agree or disagree with the author. Give reasons and evidence from the text to support your point of view. (RI.3.6 Point of View and W.3.1)


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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).

On page 220, the author states, “Hunting time has run out. The dark will soon be gone.” Why did the author include these statements? What words or phrases does the author use to explain that bats are nocturnal? (RI.3.1 Text Evidence, RI.3.4 Vocabulary)

Language Focus on adjectives: L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Word Study RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. 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). Prefixes re-, un- (base word); examples: rebuild, unhappy



QUARTER 2: WEEK 4


Unit 2: Lesson 8 Anchor Text: Harvest Birds (Folktale) Paired Text: The Treasure (Folktale)

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.

Who are the main characters? Cite evidence. (RL.3.1) Describe the character traits of Juan, Don, Grandpa Chon, & the farmers. (RL.3.3) What is the central message? Cite evidence. (RL.3.2) Which character showed that he/she was working towards a solution to the problem? What evidence from the text supports your thinking? (RL.3.3) Explain how Juan relates to the different characters in the story. Cite evidence. (RL.3.3)

Think about the characters in Harvest Birds. Decide which character demonstrated the true meaning of friendship the most. Describe the thoughts, feelings, and actions this character demonstrated to show the true meaning of friendship. Use evidence and details from the text to support your opinion. (RL.3.1, RL.3.3, and W.3.1)


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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).

How does the author use words and phrases that make nature seem like a person? (RL.3.4) Explain how the illustrations on page 283 demonstrate the relationship between Juan and Grajo. (RL.3.7) Explain how the illustration on page 287 helps you understand the meaning of the phrase, “My head is small, like my garden patch, but it is big enough to hold many dreams.” (RL.3.4) Roberto Clemente and Juan Zanate both demonstrated perseverance, which is necessary to succeed in life. In your opinion, which character demonstrated perseverance the most? Use evidence and details from the texts to support your opinion. (RL.3.2)

Language Focus on comparative and superlative adjectives: L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Word Study 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. Suffixes (-er, -est, change y); examples: braver/bravest, happier/happiest




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Unit 3: Lesson 12 Anchor Text: Tops and Bottoms (Trickster Tale) Paired Text: Goodness Grows in Gardens (Informational Text)

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).

Read page 433. How does Hare get into trouble? (RL.3.2) What deal does Hare make with Bear “as his business partner”? (RL.3.2) Name character traits that describe Bear. (RL.3.3) Name character traits that describe Hare. (RL.3.3) Reread page 437. It is time for harvest. After Bear chooses “tops”, Hare calls out, “You get the tops, and I’ll get the bottoms.” What does the term “top” mean here? (RL.3.4) Look at the illustrations of the main characters on pages 438-439. What do these pictures tell about what’s happening in the story at this moment? (RL.3.7) What does the illustration on page 433 tell you about Hare and his family that is not in the text? (RL.3.7) Look at the illustrations of the house. How does it change? How does this compare to Bear’s character? (RL.3.7)

Informative Prompt: The author tells the reader that, “Although Hare was clever, he sometimes got into trouble.” Provide evidence to show that Hare is clever throughout the text. Use examples from the text to support your answer. (RL.3.1, RL.3.3, and W.3.2) Opinion Prompt: Decide whether or not Bear deserved to be tricked by Hare. Use examples from the text to support your opinion. (RL.3.1, RL.3.3, and W.3.1)

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Hare and Bear agree to split the crops. In your opinion, who gets the better deal? Why do you think this? (RL.3.3)

Language L.3.2d Form and use possessives.

Word Study Week 5 RF.3.3c Decode multisyllable words. Hard and soft c; examples cement, correct, circle, collect Week 6 RF.3.3c Decode multisyllable words. Hard and soft g; examples: gather, gender, gutter, college, garage, bandage


Invasive species opinion prompt from TNCore District Share Drive

QUARTER 2: WEEK 7


Unit 2: Lesson 9 Anchor Text: Kamishibai Man (Realistic Fiction) Paired Text: The True Story of Kamishibai (Informational Text)

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).

Based on the illustration on p. 321, how do you think Kamishibai Man feels? Use details from the illustration and text to support your answer. (RL.3.7) What differences do you notice between the illustrations on page 331 and the illustrations on pages 332-333? (Intro literacy element flashback at this point) RL.3.7) What event ended the Kamishibai’s storytelling career during his earlier years? Do the illustrations support your answer? Why? (RL.3.1 and RL.3.7)

Look back at page 324 in Kamishibai Man. On this page, you read that Jiichan feels lost in the city. Read to find evidence that shows why he feels this way. What are the causes of his feeling lost? Write a paragraph explaining how he feels and why he feels that way. (RL.3.1, RL.3.3, and W.3.1)


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On page 335, Jiichan asks himself, “Was I a bad story teller?” Why do you think the author included this question? (RL.3.3) Using the illustration on page 340, what can you infer about the Kamishibai Man’s feelings at the end of the story? What events led to Jiichan feeling fulfilled again? (RL.3.3)

Language Review/re-teach needed skills.

Word Study 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. Trigraphs (scr-, spr-, str-); examples: sprout, string, screech



QUARTER 2: WEEK 8


Unit 3: Lesson 11 Anchor Text: Technology Wins the Game (Informational Text) Paired Text: Science for Sports Fan (Informational Text)

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 Identify 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.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

Reread the section “It’s All in the Design” on page 404. Tell three ways sports engineers have improved sports. (RI.3.1 Text Evidence) Possible answers: better materials, better surfaces, better equipment, better safety Based on the text and chart on page 405, what steps do sports engineers take to improve sports? (RI.3.1 Text Evidence, RI.3.3 Sequencing Scientific Ideas, RI.3.5 Text Feature, and RI.3.8 Connection Between Sequenced Sentences) Answer: 1. Identify a problem. 2. Determine possible solution. 3. Create a model. 4. Test the idea in a lab. 5. Have athletes test the product.

You have read Technology Wins the Game by Mark Andrews. Determine the main idea of the text. Write an essay that recounts the key details and explains how those details support the main idea. Be sure to state the main idea in your essay. Follow the conventions of standard written English. (RI.3.1 Text Evidence, RI. 3.2 Main Idea and Key Details) Main Idea: Sports engineers use technology to improve sports by helping athletes perform better.


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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).

How have sports engineers improved tennis? How have they improved track and field? (RI.3.1) Answer: They have improved tennis rackets and balls. They have helped athletes run faster, jump higher, and throw farther by designing better equipment, surfaces, and clothing. How does the text and diagram on page 407 help the reader? (RI.3.7 Illustrations and Words Supporting Comprehension) Answer: by describing and showing how sports engineers have added bounce to a tennis ball Why does the author include the timeline on page 410? (RI.3.5 Text Feature) Answer: to show how running shoes have changed over time

Language Focus on irregular verbs: L.3.1d Form and use regular and irregular verbs.

Word Study 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. Trigraphs (shr-, squ-, thr-); examples: shrimp, square, throat





Unit 2: Lesson 10 Anchor Text:

RI.3.2 Identify the main idea of a text; recount the key details and explain how they support the main idea.

Why did Thomas need a laboratory? What items did Thomas have in his laboratory? (p. 363) (RI.3.7)

Many things happened in Thomas Edison’s life that could have caused him to give up his dream of being an


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Young Thomas Edison (Biography) Paired Text: Moving Pictures (Informational Text)

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.3.7 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 were some consequences of scarlet fever? What impact did this have on his learning? (RI.3.8) How did Thomas Edison’s invention help in his job as a telegraph operator? (p. 371-372) (RI.3.3 and RI.3.8) What did Thomas do after he was fired from his job? (RI.3.8) What did Thomas’ mother do to help him be successful? (RI.3.2) How was Thomas’ hearing loss helpful to his work as an inventor? (p. 376) (RI.3.2) Do you think “The Wizard” was a good nickname for Thomas? Why or why not? (RI.3.3) (use of the phrase in this text) What challenges did Edison face? (RI.3.2)

inventor. Instead he chose to persevere and continue his experiments. Using your text explain ways in which Thomas persevered, or overcame his many challenges. (RI.3.2, RI.3.3, and W.3.2)

Language Focus on subordinating conjunctions: L.3.1h Use coordinating and subordinating conjunctions. Focus on complex sentences: Produce simple, compound, and complex sentences.

Word Study Week 9 RF.3.3d Read grade-appropriate irregularly spelled words. Silent consonants/digraphs (kn-, -mb, wr-); examples: knot, climb, wrist Week 10 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. Consonant + le; examples: cradle, gentle, drizzle, tickle


Sacagawea informative prompt from TNCore District Share Drive


Updated 12-14-15



TNCore Unit: Storms

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 Identify 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.3.8 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.

See unit. See unit.



Updated 12-14-15

Language Week 1 Focus on adverbs: L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Week 2 Focus on comparative and superlative adverbs: L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Word Study Week 1 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. Syllable juncture in VCV and VCCV patterns; examples: silent (VCV), female (VCV), number (VCCV), happen (VCCV) Week 2 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. Syllable juncture in V/CV, VC/V, and VV/CV; examples: human, peanut, planet



QUARTER 3: WEEK 3


Unit 6: Lesson 26 Anchor Text: “The Footrace Across America” (Narrative Nonfiction) Paired Texts: “Paca and the Beetle: A Folktale from Brazil” (Folktale) “Fast Track” (Poetry)

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

Text Dependent Questions Leading to Opinion Writing Task

What evidence does the author give people still remember Andy Payne today? RI. 3.1 What personal rewards did Andy Payne receive after winning the race? RI.3.2 Text Dependent Questions Leading to Informative Writing Task How did Andy demonstrate endurance and determination? RI.3.2

Opinion Writing Task Andy Payne was a remarkable young man that accomplished a goal and became famous. Explain which accomplishment winning the race or becoming a famous historical figure is more rewarding. Use text evidence to support your opinion.

Informative Writing Task Andy Payne and Wilma Rudolph were both winners that experienced hardships.


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“Ode to My Shoes” (Poetry)

How did Wilma Rudolph demonstrate endurance and determination? RI.3.2 General Text-Dependent Questions How does the author describe Andy at the beginning of the story? RI.3.1 Describe the running partners that Andy became friends with. What does this tell you about Andy? RI.3.1 This author claims that the runners faced many struggles. What struggles did the runners face? RI.3.1 Andy’s childhood set him up to be a good runner. What details from the story

provide evidence to this claim? RI.3.2 As the race went on, it got harder for the runners to keep going. What are the

details that support this claim? RI.3.2 What is the main idea of the story? RI.3.2 Wilma’s family wanted her to be able to walk. What details in the story support this point? RI.3.2 What reasons did the author give for

Wilma

Compare and contrast the hardships that they had to overcome in their lives to succeed. Use text evidence to support your response.

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being chosen as the athlete of the year in 1960? RI.3.1

Language L.3.2a Capitalize appropriate words in titles.

Word Study 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. r-influenced (a) ar, (e) er, (o) or; examples: forest, barber, perfect


Fastest Woman informative task from TNCore District Share Drive

QUARTER 3: WEEK 4


Unit 6: Lesson 27 Anchor Text: “The Power of Magnets” (Expository Nonfiction) Paired Texts: “Electromagnets and You” (Photo Essay) “Science Fair Project” (Poetry) “Magnet” (Poetry)

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 Identify 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

General Comprehension Questions: Why does a magnet stick to a refrigerator and not to a piece of paper? (RI.3.1) Under which heading could you learn more about the special force of magnets? (RI.3.5) Which heading summarizes information about electromagnets? (RI.3.5) Look back on page 21. What do the captions tell you about magnets? (RI.3.5) Using the sidebar on page 23, tell why Michael Faraday’s experiment with magnets and wires led to future inventions. (RI.3.1; RI.3.5) What do the heading and captions on page 22 tell you about what to summarize for that page? (RI.3.5)

Writing Task (Informative): You have read “The Power of Magnets” and “Electromagnets and You.” Write an informative essay and tell how magnets are used every day. Use evidence and details from both texts and all text features to support your explanation. Follow the conventions of standard written English. (RI.3.5; W.3.2) Writing Task (Opinion): You have read “The Power of Magnets” and “Electromagnets and You.” Write an opinion essay about whether or not you think magnets make our life better. Be sure to use facts and details from both texts and all


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locate information relevant to a given topic efficiently. 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 does the word “generator” mean as it is used on page 24? What word(s )or phrase(s) best support your answer. (RI.3.4) Writing Task Questions: List the steps in the process that make it possible for you to turn on a light in your house. (RI.3.3; RI.3.8) Describe what happens when you press a doorbell. (RI.3.3) What makes the sounds you hear from a stereo’s speakers? (RI.3.3) What details on pages 24 and 25 support the idea that magnets help provide the power people use every day? (RI.3.2)

text features to support your opinion. Follow the conventions of standard written English. (RI.3.5; W.3.1)

Language L.3.2c Use commas and quotation marks in dialogue.

Word Study 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. r-influenced in accented syllables (a) air, ar, are; examples: careful, party, hairbrush


Interpreters informative prompt on MIST District Share Drive

QUARTER 3: WEEK 5


Unit 6: Lesson 28 Anchor Text: “Becoming Anything He Wants to Be” (Biography)

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

What are the key event in the story? Reread paragraph 2 on p. 35 and the top caption on p. 38. What is the key event? (Erik focuses on what he can do as opposed to what he can’t do because of his disability. He wants others to do the same.)

Informative: “Becoming ANYTHING He Wants to Be” tells the story of Erik Weihenmayer’s life. Describe at least three key events from the story. Use information gained from illustrations and the words in


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Paired Texts: “My Blue Belt Day!” (Journal Entry) “I Chop Chop Chop” (Poetry) “Long Jump” (Poetry)

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

Reread paragraph 1 on p. 36. What is the key event? (Erik’s rock climbing experience at age 16 changed his life.) Reread paragraphs 2 and 3 on p. 36. What is the key event? (He proved he did not just have to follow others. He could lead.) Reread paragraph 2 on p. 37. What is the key event? (In 1995, Erik climbed to the top of Denali Peak/Mt. McKinley.) Reread paragraph 2 on p. 34 and the caption on p. 35. What is the key event? (In 2001, Erik became the first blind person to climb to the top of Mt. Everest.) Reread the map on p. 36 and paragraph 2 on p. 37. What is the key event? (He climbed the highest mountain on the seven continents, the Seven Summits.) Reread paragraphs 3 and 4 on p. 35 and paragraph 4 on p. 39. What are the key events? (At the beginning of high school, Erik refused to learn Braille and failed. He then learned Braille, and his grades improved. He now speaks all over the world to help blind people learn to read and write.) Reread paragraphs 2-4 on p. 39. What is the key event? (He delivers his positive

the text to explain where, when, why, and how these key events occurred. (W.3.2, RI.3.1, and RI.3.7) Opinion: “Becoming ANYTHING He Wants to Be” tells the story of Erik Weihenmayer’s life. He wrote two books in which the message is that “hardships can make us stronger and better people”. Tell why it is important for Erik to spread his message to others. (W.3.1 and RI.3.1)

Updated 12-14-15

message through his charity work, books, speaking events, and movie.)

Language (Continued from Week 4) L.3.2c Use commas and quotation marks in dialogue.

Word Study 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. r-influenced in accented syllables (e) ear, er, ere; examples: appear, nerve, adhere



QUARTER 3: WEEK 6


Unit 6: Lesson 29 Anchor Text: “A New Team of Heroes” (Drama) Paired Texts: “C-H-A-M-P-I-O-N” (Informational Text) “Defender” (Poetry) “Spellbound” (Poetry)

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 own point of view from the narrator or characters' point of view 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).

-Why do you think Carla is a great soccer player? -How does the main character treat other players (especially Manny)? -Explain what Manny has observed that helps him think he can score on the goalie. -When Manny says he thinks he can score, how is Gayle’s reaction different from Hiro’s? -While Carla is on the field scoring two goals, describe the actions of Manny that contributes to the win. -How do the players use teamwork to win the game? -Usually we think about individuals being heroes not a team. Why does the author use the title A New Team of Heroes?

Informative Writing Prompt: The author’s point of view is that you must work hard to be successful. What details from both passages support this point of view? Use key details and examples from the text to support your explanation. Follow the conventions of standard written English. Opinion Writing Prompt: Write an opinion essay about whether or not hard work is important to be successful. Support your opinion with evidence and details from both texts. Use evidence from the text and the conventions of standard written English.

Language L.3.2b Use commas in addresses.


Updated 12-14-15

Word Study 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. r-influenced in accented syllables (o) or, ore, our; examples: formal, court, more



QUARTER 3: WEEK 7


Unit 6: Lesson 30 Anchor Text: “Saving Buster” (Realistic Fiction) Paired Texts: “Acting Across Generations” (News Article) “Company’s Coming” (Poetry)

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.

1. What problem do Liz and Mrs. Parker face? (RL.3.1) 2. Look at the illustration on page 70 and think about what has been read up until that point. What might Donovan be thinking? 3. What words or phrases tug at your heart? (RL.3.4) 4. What character traits does Buster show throughout the text? Support your answers with evidence from the text. (RL.3.3) 5. What is the author’s message about this story? (RL.3.2) 6. Describe the major events in Saving Buster in time order. Use time order transitions.

Informative Writing Prompt: Write an essay that explains why Donovan wanted to help Mrs. Parker after the accident. Be sure to explain the connection between Mrs. Parker, Buster, and Donovan. Use key details and examples from the text to support your explanation. Follow the conventions of standard written English. Opinion Writing Prompt: You have now read Saving Buster. Write an article for your local newspaper stating your opinion about why it is important to lend a helping hand to others in your community. Be sure to describe the effect helping others has on Donovan. Support your opinion with reasons and key details from the text. Use evidence from


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the text and the conventions of standard written English.

Language TBD

Word Study RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. 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). Prefixes mis-, dis-; examples: disagree, misspell



QUARTER 3: WEEK 8


Unit 3: Lesson 13 Anchor Text: Yonder Mountain: A Cherokee Legend Paired Text: The Trail of Tears (Informational Text)

TBD Will be developed if needed Will be developed if needed

Language TBD

Word Study L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Suffixes –ful, --less, -ly; examples: hopeless, joyful, loudly







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Unit 3: Lesson 14 Anchor Text: Aero and Officer Mike Paired Text: Kids and Critters: A Nature Newsletter

TBD Will be developed if needed Will be developed if needed

Language TBD

Word Study 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. Long a patterns in accented syllables; examples: today, complain, painter





Unit 4: Lesson 16 Anchor Text: Judy Moody Saves the World (Humorous Fiction) Paired Text: My Smelly Pet (Humorous Fiction)

TBD TBD TBD

Language TBD


Updated 12-14-15

Word Study Week 1 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. Long e patterns in accented syllables; examples: fever, even, supreme, succeed Week 2 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. Long i patterns in accented syllables; examples: delight, brightly, beside



QUARTER 4: WEEK 3


Unit 4: Lesson 18 Anchor Text: A Tree is Growing (Informational Paired Text: “Stopping By Woods on a Snowy Evening” (Poetry)

TBD TBD TBD

Language TBD

Word Study 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. Long o patterns in accented syllables; examples: toaster, lower, bowling, hostess, poster



QUARTER 4: WEEK 4


Unit 4: TBD TBD TBD



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Lesson 19 Anchor Text: Two Bear Cubs (Myth/Play) Paired Text: Whose Land Is It? (Informational Text)

Language TBD

Word Study 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. Long u patterns in accented syllables; examples: humor, pupil, useful, include



QUARTER 4: WEEK 5


Unit 4: Lesson 20 Anchor Text Life on the Ice (Informational Text) Paired Text: The Raven: An Inuit Myth (Myth)

TBD TBD TBD

Language TBD

Word Study 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.


Updated 12-14-15

Long and short e patterns in accented syllables; examples: reader, pleasant



QUARTER 4: WEEK 6


Unit 5: Lesson 25 Anchor Text: Mountains: Surviving on Mt. Everest (Informational Text) Paired Text: The Big Cleanup (Play)

TBD TBD TBD

Language TBD

Word Study RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. 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). Prefixes –ex, -in, -de; examples: extra, inflate, defrost



QUARTER 4: WEEK 7

TNReady Part II

QUARTER 4: WEEK 8


Teacher Choice: HMH Extended Text:

TBD TBD TBD



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Jake Drake Know It All Unit 5: Lesson 21 Sarah, Plain and Tall Unit 5: Lesson 22 The Journey: Stories of Migration HMH Extended Text: Boy, Were We Wrong about Dinosaurs!

Language TBD

Word Study L.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Suffixes –y, -ly, -ily; examples: sunny, quickly, lazily





Teacher Choice: HMH Extended Text: Jake Drake Know It All Unit 5:

TBD TBD TBD


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Lesson 21 Sarah, Plain and Tall Unit 5: Lesson 22 The Journey: Stories of Migration HMH Extended Text: Boy, Were We Wrong about Dinosaurs!

Language TBD

Word Study Week 9 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. Word endings –le, -el, -il, -al; examples: huddle, label, travel, tonsil



Updated 9-26-15


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ENGLISH LANGUAGE ARTS

Strand: LITERATURE (RL) Key Ideas and Details

RL.3.1 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

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

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

to the sequence of events.

Craft and Structure

RL.3.4 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral

language.

RL.3.5

5. Refer to the 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 6. Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

RL.3.7 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g.,

create mood, emphasize aspects of a character or setting).

RL.3.8 8. (Not applicable to literature)

RL.3.9 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 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.

Tennessee State Standards

ELA—Third Grade

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Strand: INFORMATIONAL TEXT (RI) Key Ideas and Details

RI.3.1

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

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

RI.3.3

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.

Craft and Structure

RI.3.4 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3

topic or subject area.

RI.3.5

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

Integration of Knowledge and Ideas

RI.3.7

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

Range of Reading and Level of Text Complexity

RI.3.10 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and

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

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Strand: FOUNDATIONAL SKILLS (RF)

Phonics and Word Recognition

RF.3.3

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

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

b. Decode words with common Latin suffixes.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words.

Fluency

RF.3.4 4. Read with sufficient accuracy and fluency to support comprehension.

a. Read grade‐level text with purpose and understanding.

b. Read grade‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive

readings.

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

Strand: WRITING (W)

Text Types and Purposes

W.3.1 1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

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

lists reasons.

b. Provide reasons that support the opinion.

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

d. Provide a concluding statement or section.

W.3.2 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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

comprehension.

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

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

information.

d. Provide a concluding statement or section.

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W.3.3 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,

and clear event sequences.

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

naturally.

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

response of characters to situations.

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

d. Provide a sense of closure.

Production and Distribution of Writing

W.3.4 4. With guidance and support from adults, produce writing in which the development and organization are

appropriate to task and purposes. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.3.5 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 or Language standards 1-3 up to and

including grade 3 on page 29.)

W.3.6 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.

Research to Build and Present Knowledge

W.3.7 7. Conduct short research projects that build knowledge about a topic.

W.3.8 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.3.9 9. (Begins in grade 4)

Range of Writing

W.3.10 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

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

Strand: SPEAKING and LISTENING (SL)

Comprehension and Collaboration

SL.3.1 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

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

other information known about the topic to explore ideas under discussion.

Updated 12-14-15

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

care, speaking one at a time about the topics and texts under discussion).

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

remarks of others.

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

SL.3.2 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media

and formats, including visually, quantitatively, and orally.

SL.3.3 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.4 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive

details, speaking clearly at an understandable pace.

SL.3.5 5. Create engaging audio recordings of stories or poems that demonstrate pace; add visual displays when appropriate

to emphasize or enhance certain facts or details.

SL.3.6 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 page 28 for specific expectations.)

Strand: LANGUAGE (L)

Conventions of Standard English

L.3.1 1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

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

particular sentences.

b. Form and use regular and irregular plural nouns.

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

d. Form and use regular and irregular verbs.

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

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

g. Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

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L.3.2 2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Capitalize appropriate words in titles.

b. Use commas in addresses.

c. Use commas and quotation marks in dialogue.

d. Form and use possessives.

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

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

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

rules, meaningful word parts) in writing words.

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

Knowledge of Language

L.3.3 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect.

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

Vocabulary Acquisition and Use

L.3.4 4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 3 reading

and content, choosing flexibly from an array of strategies.

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

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

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

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

companion).

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

key words and phrases.

L.3.5 5. Demonstrate understanding of word relationships and nuances in word meanings.

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

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

Updated 12-14-15

c. 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

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).

Instructional Pacing Guide - Johnson City Schools Literacy...

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