CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

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1 Approximately Alabama Course Of Study/Quality Core Standards. 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.3.2] (.) 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.3.3] (. and.2) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4] (.2) 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.3.7] (.2) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] (.2) 20.c. Decode multisyllable words. [RF.3.3c] (. and.2) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] (. and.2) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] (. and.2) 24.a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] (. and.2) 24. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b] (.2) 25. 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 above.) [W.3.4] (.2) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] (. and.2) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] (. and.2) 3.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). [SL.3.b] (.) 3. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.c] (.2) 32. Determine the main ideas and supporting details of a text read aloud or information presented in Genre Focus Fanstasy Realistic Fiction ACOS Academic Vocabulary Ask and answer questions; demonstrating understanding; referring to the recount; stories; fables; folktales; myths; diverse cultures; central message; lesson or moral; conveyed through details through the characters, contribute to the sequence of events; story; determine the meaning; words and phrases; literal; nonliteral; explain; specific aspects of text illustration; contribute to what is conveyed by the words; story; create mood; emphasize aspects of a character or setting; read and comprehend; literature, stories; dramas; poetry; grade 2-3 text complexity band; independently and proficiently; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled Possi ble 2 Possibl e st Nine s

2 Approximately Alabama Course Of Study/Quality Core Standards 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] (.3 and.4) 3. 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.3.4] (.3 and.4) 6. 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.3.7] (.4) 7. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8] (.3 and.4) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] (.3 and.4) 9. 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. [RI.3.0] (.3) 20.b. Decode words with common Latin suffixes. [RF.3.3b] (.4) 2.a. Read on-level text with purpose and understanding. [RF.3.4a] (.3) 2. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] (.4) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] (.3 and.4) 22.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.c] (.3) 24.a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] (.3 and.4) 24.c. Use temporal words and phrases to signal event order. [W.3.3c] (.3) 24.d. Provide a sense of closure. [W.3.3d] (.3) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] (.4) 29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] (.3) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] (.4) 37.i. Produce simple, compound, and complex sentences. [L.3.i] (.3 and.4) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] (.3 and.4) Genre Focus Narrative Nonfiction Biography ACOS Academic Vocabulary ask and answer questions; demonstrate understanding; referring explicitly to the determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; describe; logical connection; particular sentences and paragraphs; comparison; cause/effect; sequence; compare; contrast; most important points; key details; two texts on the same topic; read and comprehend; informational texts; history/social studies texts; science texts, technical texts; text and complexity band; independently and proficiently; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; Possi ble 3 4 Possibl e st Nine s 2

3 Approximately week Alabama Course Of Study/Quality Core Standards 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] (.5) 2. 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 and effect. [RI.3.3] (.5) 3. 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.3.4] (.5) 6. 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.3.7] (.5) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] (.5) 20.b. Decode words with common Latin suffixes. [RF.3.3b] (.5) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] (.5) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] (.5) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] (.5) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] (.5) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] (.5) 37.h. Use coordinating and subordinating conjunctions. [L.3.h] (.5) 37.i. Produce simple, compound, and complex sentences. [L.3.i] (.5) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] (.5) 38.g. Write legibly in cursive. (.5) 40.a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a] (.5) Genre Focus Expository Text ACOS Academic Vocabulary ask and answer questions; demonstrate understanding; referring explicitly to the main idea; recount; key details, support the main idea; determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or Possi ble 5 Possibl e st Nine s 3

4 Approximately week Alabama Course Of Study/Quality Core Standards 26. 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 the first three Language standards in Grades K-3.) [W.3.5] (.6) Genre Focus Review/Wr iting ACOS Academic Vocabulary guidance and support from peers and adults; develop and strengthen writing as needed; planning; revising; editing Possi ble 6 Possibl e 9/22-9/26 Bench mark st Nine s 4

5 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.] ( 2. and 2.2) 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.3.2] ( 2. and 2.2) 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.3.7] ( 2.) 9. 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. [RL.3.0] ( 2.2) 20.b. Decode words with common Latin suffixes. [RF.3.3b] ( 2. and 2.2) 2.a. Read on-level text with purpose and understanding. [RF.3.4a] ( 2.) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 2.) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 2. and 2.2) 22. Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.] ( 2.2) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 2. and 2.2) 23.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c] ( 2.) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 2.2) 37.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.a] ( 2.) 37.b. Form and use regular and irregular plural nouns. [L.3.b] ( 2.2) 37.c. Use abstract nouns (e.g., childhood). [L.3.c] ( 2.) 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] ( 2. and 2.2) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] ( 2. and 2.2) 40.a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a] ( 2.) 4.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Genre Focus Folk Tale Historical Fiction ACOS Academic Vocabulary Ask and answer questions; demonstrating understanding; referring to the recount; stories; fables; folktales; myths ; diverse cultures; central message; lesson or moral; conveyed through details through the explain; specific aspects of text illustration; contribute to what is conveyed by the words; story; create mood; emphasize aspects of a character or setting; read and comprehend; literature, stories; dramas; poetry; grade 2-3 text complexity band; independently and proficiently; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when Possi ble Possibl e st Nine s 5

6 Approximately Alabama Course Of Study/Quality Core Standards 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] ( 2.3 and 2.4) 3. 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.3.4] ( 2.3 and 2.4) 4. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5] ( 2.4) 5. Distinguish their own point of view from that of the author of a text. [RI.3.6] ( 2.3 and 2.4) 6. 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.3.7] ( 2.3) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 2.4) 20.c. Decode multisyllable words. [RF.3.3c] ( 2.4) 20.d. Read grade-appropriate irregularly spelled words. [RF.3.3d] ( 2.3) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 2.3) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 2.3 and 2.4) 22.b. Provide reasons that support the opinion. [W.3.b] ( 2.4) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 2.3 and 2.4) 23.b. Develop the topic with facts, definitions, and details. [W.3.2b] ( 2.3) 24.c. Use temporal words and phrases to signal event order. [W.3.3c] ( 2.4) 24.d. Provide a sense of closure. [W.3.3d] ( 2.4) 27. 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.3.6] ( 2.3) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 2.4) 37.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.a] ( 2.4) 37.b. Form and use regular and irregular plural nouns. [L.3.b] ( 2.3) 38.b. Use commas in addresses. [L.3.2b] ( 2.4) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] ( 2.3 and 2.4) 40.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). [L.3.4b] ( Genre Focus Expository Text Expository Text ACOS Academic Vocabulary ask and answer questions; demonstrate understanding; referring explicitly to the determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; text features; key words; search tools; side bar; hyperlinks; locate information; relevant to a given topic; efficiently; distinguish; point of view; author of a use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; opinion piece; introduce the topic; state an opinion; organizational structure; Possi ble Possibl e st Nine s 6

7 Approxima tely 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] ( 2.3 and 2.4) 3. 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.3.4] ( 2.3 and 2.4) 4. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5] ( 2.4) 5. Distinguish their own point of view from that of the author of a text. [RI.3.6] ( 2.3 and 2.4) 6. 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.3.7] ( 2.3) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 2.4) 20.c. Decode multisyllable words. [RF.3.3c] ( 2.4) 20.d. Read grade-appropriate irregularly spelled words. [RF.3.3d] ( 2.3) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 2.3) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 2.3 and 2.4) 22.b. Provide reasons that support the opinion. [W.3.b] ( 2.4) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 2.3 and 2.4) 23.b. Develop the topic with facts, definitions, and details. [W.3.2b] ( 2.3) 24.c. Use temporal words and phrases to signal event order. [W.3.3c] ( 2.4) 24.d. Provide a sense of closure. [W.3.3d] ( 2.4) 27. 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.3.6] ( 2.3) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 2.4) 37.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.a] ( 2.4) 37.b. Form and use regular and irregular plural nouns. [L.3.b] ( 2.3) 38.b. Use commas in addresses. [L.3.2b] ( 2.4) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] Expository Text Expository Text ask and answer questions; demonstrate understanding; referring explicitly to the determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; text features; key words; search tools; side bar; hyperlinks; locate information; relevant to a given topic; efficiently; distinguish; point of view; author of a use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when useful; develop the topic; linking words and phrases; concluding statement or section fluency; grade level prose and poetry; Texts/Resou Assessme 2nd Nine s 7

8 Approxima tely week Approxima tely week 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.3.5] ( 2.5) 6. Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6] ( 2.5) 9. 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. [RL.3.0] ( 2.5) 3. 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.3.4] ( 2.5) 20.c. Decode multisyllable words. [RF.3.3c] ( 2.5) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 2.5) 23.b. Develop the topic with facts, definitions, and details. [W.3.2b] ( 2.5) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 2.5) 3. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others ideas and expressing their own clearly. [SL.3.] ( 2.5) 3.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. [SL.3.a] ( 2.5) 37.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.g] ( 2.5) 38.d. Form and use possessives. [L.3.2d] ( 2.5) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] ( 2.5) 38.g. Write legibly in cursive. ( 2.5) 4.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L.3.5a] ( 2.5) Benchmark Testing Limerick Free Verse Writing/Revie w read and comprehend; literature, stories; dramas; poetry; grade 2-3 text complexity band; independently and proficiently; determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; conduct short research projects; build knowledge; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; engage effectively; range of collaborative discussions; diverse partners; grade 3 topics and texts; build on others ideas; expressing ideas clearly; come to the discussions prepared; agreed upon rules of discussions; asks questions; link their comments to the remarks of others; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, abstract noun; regular verbs, irregular verbs; simple verb tenses; subject verb agreement; pronoun- antecedent agreement; comparative adjectives; superlative adjectives; comparative adverbs; superlative adverbs; coordinating Texts/Resou Assessme /3-/7 2 Benchma 2nd Nine s 8

9 Approimat ely. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.] ( 3. and 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.3.2] ( 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.3.3] ( 3. and 3.2) 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.3.7] ( 2.3) 20.b. Decode words with common Latin suffixes. [RF.3.3b] ( 3.) 20.c. Decode multisyllable words. [RF.3.3c] ( 3.2) 2.a. Read on-level text with purpose and understanding. [RF.3.4a] ( 3.2) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 3.) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 3. and 3.2) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 3.2) 22.b. Provide reasons that support the opinion. [W.3.b] ( 3. and 3.2) 23.b. Develop the topic with facts, definitions, and details. [W.3.2b] ( 3.2) 24.a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] ( 3.) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 3.) 36. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) [SL.3.6] ( 3.2) 37.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.a] ( 3. and 3.2) 37.f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.f] ( 3.2) 38.c. Use commas and quotation marks in dialogue. [L.3.2c] ( 3.) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f] Folktale Historical Fiction Ask and answer questions; demonstrating understanding; referring to the recount; stories; fables; folktales; myths ; diverse cultures; central message; lesson or moral; conveyed through details through the characters, contribute to the sequence of events; story; explain; specific aspects of text illustration; contribute to what is conveyed by the words; story; create mood; emphasize aspects of a character or setting; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when useful; develop the topic; linking words and phrases; concluding statement or section; narratives; effective techniques; descriptive details; clear event sequences; establish a situation; event sequence that Texts/Resou Assessme 2nd Nine s 9

10 Approimat ely. Determine the main idea of a recount the key details and explain how they support the main idea. [RI.3.2] ( 3.3 and 3.4) 3. 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.3.4] ( 3.3) 4. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5] ( 3.3) 6. 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.3.7] ( 3.4) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 3.3 and 3.4) 20.a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a] ( 3.3 and 3.4) 20.d. Read grade-appropriate irregularly spelled words. [RF.3.3d] ( 3.3) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 3.4) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 3.3 and 3.4) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 3.4) 22.b. Provide reasons that support the opinion. [W.3.b] ( 3.3) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 3.3) 23.d. Provide a concluding statement or section. [W.3.2d] ( 3.4) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 3.4) 29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] ( 3.3) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 3.3) 37.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.e] ( 3.3 and 3.4) 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] ( 3.3) Expository Text Expository Text main idea; recount; key details, support the main idea; determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; text features; key words; search tools; side bar; hyperlinks; locate information; relevant to a given topic; efficiently; use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when useful; develop the topic; linking words and phrases; concluding statement or section; conduct short research projects; build knowledge; Texts/Resou Assessme 2nd Nine s 0

11 Texts/Resources Assessmen Approimat ely week. Determine the main idea of a recount the key details and explain how they support the main idea. [RI.3.2] ( 3.5) 3. 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.3.4] ( 3.5) 4. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5] ( 3.5) 7. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8] ( 3.5) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 3.5) 20.a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a] ( 3.5) 20.b. Decode words with common Latin suffixes. [RF.3.3b] ( 3.5) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 3.5) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 3.5) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 3.5) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 3.5) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 3.5) 37.f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.f] ( 3.5) 38.b. Use commas in addresses. [L.3.2b] ( 3.5) 38.f. Use spelling patterns and generalizations (e.g., word families, Expository Text main idea; recount; key details, support the main idea; determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; text features; key words; search tools; side bar; hyperlinks; locate information; relevant to a given topic; efficiently; describe; logical connection; particular sentences and paragraphs; comparison; cause/effect; sequence; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; conduct short research projects; build knowledge; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, abstract noun; regular verbs, irregular verbs; simple verb tenses; subject verb agreement; pronoun- antecedent agreement; comparative adjectives; superlative adjectives; comparative adverbs; superlative adverbs; coordinating conjunctions; subordinating conjunctions; simple sentences; compound sentences; complex sentences; pronoun; verb; adjective; adverb; plural noun; 3 5 3rd Nine s

12 Approimat ely week 22.d. Provide a concluding statement or section. [W.3.d] ( 3.6) 36. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) [SL.3.6] ( 3.6) Writing/Revie w opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; speak; complete sentences; appropriate to task and situation; provide requested detail; provide clarification Texts/Resources 3 6 Assessmen /20-/23 3 Benchmar k 3rd Nine s 2

13 Approimat ely. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.] ( 4. and 4.2) 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.3.2] ( 4.) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4] ( 4.2) 6. Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6] ( 4. and 4.2) 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.3.7] ( 4.2) 8. 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.3.9] ( 4.2) 20.c. Decode multisyllable words. [RF.3.3c] ( 4.2) 2.a. Read on-level text with purpose and understanding. [RF.3.4a] ( 4.2) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 4.) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 4. and 4.2) 22.b. Provide reasons that support the opinion. [W.3.b] ( 4.2) 24.a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] ( 4. and 4.2) 24.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b] ( 4. and 4.2) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 4.) Folktale Realistic Fiction Ask and answer questions; demonstrating understanding; referring to the text recount; stories; fables; folktales; myths; diverse cultures; central message; lesson or moral; conveyed through details through the determine the meaning; words and phrases; literal; nonliteral; distinguish; point of view; narrator; character; explain; specific aspects of text illustration; contribute to what is conveyed by the words; story; create mood; emphasize aspects of a character or setting; compare; contrast, setting; theme; character; plot; stories; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; narratives; effective techniques; descriptive details; clear event sequences; establish a situation; event sequence that unfolds naturally; temporal words; sense of closure; conduct short research projects; build knowledge; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; engage effectively; range of collaborative discussions; diverse partners; grade 3 topics and texts; build on others ideas; expressing ideas clearly; come to the discussions prepared; agreed upon rules of discussions; asks questions; link their comments to the remarks of others; report on a topic or tell a story; recount an experience; appropriate facts; relevant and descriptive details; speak clearly; understandable pace; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, Texts/Resources Assessmen 3rd Nine s 3

14 Approimat ely 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] ( 4.3 and 4.4) 2. 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 and effect. [RI.3.3] ( 4.4) 3. 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.3.4] ( 4.3 and 4.4) 6. 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.3.7] ( 4.4) 7. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, Expository third in a sequence). [RI.3.8] ( 4.3 and 4.4) Text 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 4.3 and 4.4) Expository 9. By the end of the year, read and comprehend informational texts, Text including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.0] ( 4.3) 20.d. Read grade-appropriate irregularly spelled words. [RF.3.3d] ( 4.4) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 4.4) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 4.3 and 4.4) 22.b. Provide reasons that support the opinion. [W.3.b] ( 4.3) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 4.3) 23.d. Provide a concluding statement or section. [W.3.2d] ( 4.4) ask and answer questions; demonstrate understanding; referring explicitly to the determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; describe; logical connection; particular sentences and paragraphs; comparison; cause/effect; sequence; compare; contrast; most important points; key details; two texts on the same topic; read and comprehend; informational texts; history/social studies texts; science texts, technical texts; text and complexity band; independently and proficiently; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when useful; develop the topic; linking words and phrases; concluding statement or section; narratives; effective techniques; descriptive details; clear event sequences; establish a situation; event sequence that unfolds naturally; temporal words; sense of closure; create; engaging; audio recordings; demonstrate fluid Texts/Resources Assessmen 3rd Nine s 4

15 Approimat ely week Approimat ely week 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.3.2] ( 4.5) 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.3.5] ( 4.5) 9. 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. [RL.3.0] ( 4.5) 20.c. Decode multisyllable words. [RF.3.3c] ( 4.5) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 4.5) 2.c. Use context to confirm or self-correct word recognition and Narrative understanding, rereading as necessary. [RF.3.4c] ( 4.5) Free Verse 24.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b] ( 4.5) 27. 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.3.6] ( 4.5) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 4.5) 3.d. Explain their own ideas and understanding in light of the discussion. [SL.3.d] ( 4.5) 37.d. Form and use regular and irregular verbs. [L.3.d] ( 4.5) 37.f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.f] ( 4.5) 38.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful Benchmark Testing Writing/Revie w recount; stories; fables; folktales; myths ; diverse cultures; central message; lesson or moral; conveyed through details through the refer; parts of stories, dramas and poems; writing or speaking about a chapter; scene; stanza; describe how each successive parts build on earlier sections; read and comprehend; literature, stories; dramas; poetry; grade 2-3 text complexity band; independently and proficiently; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; narratives; effective techniques; descriptive details; clear event sequences; establish a situation; event sequence that unfolds naturally; temporal words; sense of closure; guidance and support from adults; use technology; produce; publish; keyboarding skills; interact and collaborate with others; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; engage effectively; range of collaborative discussions; diverse partners; grade 3 topics and texts; build on others ideas; expressing ideas clearly; come to the discussions prepared; agreed upon rules of discussions; asks questions; link their comments to the remarks of others; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, abstract noun; regular verbs, irregular verbs; simple verb tenses; subject verb agreement; pronoun- antecedent Texts/Resources Assessmen 3/2-3/6 4 Benchmar 3rd Nine s 5

16 Approimat ely 2 weeks 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.3.2] ( 5. and 5.2) 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4] ( 5.) 6. Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6] ( 5. and 5.2) 9. 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. [RL.3.0] ( 5. and 5.2) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 5.2) 20.a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a] ( 5.2) Fairy Tale 20.b. Decode words with common Latin suffixes. [RF.3.3b] ( Realistic 5.2) Fiction 20.c. Decode multisyllable words. [RF.3.3c] ( 5.) 2.a. Read on-level text with purpose and understanding. [RF.3.4a] ( 5. and 5.2) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 5. and 5.2) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 5. and 5.2) 24.a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a] ( 5.) 24.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b] ( 5.2) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 5.2) recount; stories; fables; folktales; myths ; diverse cultures; central message; lesson or moral; conveyed through details through the determine the meaning; words and phrases; literal; nonliteral; distinguish; point of view; narrator; character; compare; contrast, setting; theme; character; plot; stories; compare; contrast; most important points; key details; two texts on the same topic; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; narratives; effective techniques; descriptive details; clear event sequences; establish a situation; event sequence that unfolds naturally; temporal words; sense of closure; conduct short research projects; build knowledge; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; engage effectively; range of collaborative discussions; diverse partners; grade 3 topics and texts; build on others ideas; expressing ideas clearly; come to the discussions prepared; agreed upon rules of discussions; asks questions; link their comments to the remarks of others; ask and answer questions; appropriate elaboration and detail; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, Texts/Resources Assessmen 3rd Nine s 6

17 Approimatel y Genre Alabama Course Of Study/Quality Core Standards Focus 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] ( 5.3 and 5.4) 3. 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.3.4] ( 5.3 and 5.4) 4. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5] ( 5.4) 5. Distinguish their own point of view from that of the author of a text. [RI.3.6] ( 5.3 and 5.4) 6. 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.3.7] ( 5.3) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 5.3 and 5.4) 9. 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. [RI.3.0] ( 5.4) 20.a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a] ( 5.4) 20.c. Decode multisyllable words. [RF.3.3c] ( 5.3) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 5.3 and 5.4) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 5.3 and 5.4) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 5.3 and 5.4) 23.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a] ( 5.3) 28. Conduct short research projects that build knowledge about a topic. [W.3.7] ( 5.3 and 5.4) Biography (Informati onal Text) Expositor y Text ACOS Academic Vocabulary ask and answer questions; demonstrate understanding; referring explicitly to the determine the meaning; general academic words and phrases; domain specific words and phrases; words and phrases in a text relevant to a grade 3 topic or subject area; text features; key words; search tools; side bar; hyperlinks; locate information; relevant to a given topic; efficiently; distinguish; point of view; author of a use information gained from illustrations and words; demonstrating understanding; key events; map; photographs; compare; contrast; most important points; key details; two texts on the same topic; read and comprehend; informational texts; history/social studies texts; science texts, technical texts; text and complexity band; independently and proficiently grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; informative and explanatory texts; examine a topic; convey ideas and information clearly; introduce a topic; include illustrations when useful; develop the topic; linking words and phrases; concluding statement or section; conduct short research projects; build knowledge; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, abstract noun; Texts/Resou Assessme 4th Nine s 7

18 Approimatel y week Approimatel y week Genre Alabama Course Of Study/Quality Core Standards Focus 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.] ( 5.5) 2. 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 and effect. [RI.3.3] ( 5.5) 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9] ( 5.5) 9. 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. [RI.3.0] ( 5.5) 20.a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a] ( 5.5) 20.b. Decode words with common Latin suffixes. [RF.3.3b] ( 5.5) 2.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b] ( 5.5) 2.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c] ( 5.5) 22.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.a] ( 5.5) 29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] ( 5.5) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.0] ( 5.5) 37.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.a] ( 5.5) 38.d. Form and use possessives. [L.3.2d] ( 5.5) 38.f. Use spelling patterns and generalizations (e.g., word families, Benchmark Testing Poetry ACOS Academic Vocabulary ask and answer questions; demonstrate understanding; referring explicitly to the describe the relationship; series of historical events; scientific ideas and concept; steps in technical procedures; language pertains to time order, sequence, and cause/effect; compare; contrast; most important points; key details; two texts on the same topic read and comprehend; informational texts; history/social studies texts; science texts, technical texts; text and complexity band; independently and proficiently; grade level phonics and word analysis skills; decoding words; most common prefixes and devirational suffixes; common Latin suffixes; grade appropriate irregular spelled words; fluency; grade level prose and poetry; appropriate rate; opinion piece; introduce the topic; state an opinion; organizational structure; supporting a point of view; linking words and phrases; concluding statement or section; recall information; gather information from print and digital sources; brief notes; sort evidence; provided categories; write routinely; range of task, purpose, and audiences, extended time frames, shorter time frames; ] demonstrate command; conventions of Standard English; grammar; usage; noun; pronoun; verb; adjectives; adverbs; regular plural noun, irregular plural noun, abstract noun; regular verbs, irregular verbs; simple verb tenses; subject verb agreement; pronoun- antecedent agreement; comparative adjectives; superlative adjectives; comparative adverbs; superlative adverbs; coordinating conjunctions; subordinating conjunctions; simple sentences; compound sentences; complex sentences; pronoun; verb; adjective; adverb; plural noun; conjunction; complete sentences; demonstrate command; conventions of standard English; Texts/Resou Assessme 4/20-4/24 5 Benchmar 4th Nine s 8

19 Approimatel y Approimatel y Genre Alabama Course Of Study/Quality Core Standards Focus All Standards have been covered by this time. Teachers may use 6 materials from Wonders, teacher made units, or other resources at this Review of Third Grade Standards Review of Third Grade Standards Myth and Drama Biography (Informati onal Text) ACOS Academic Vocabulary Texts/Resou Assessme 4th Nine s 9

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