Third Grade, ELA, Quarter1

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1 Third Grade, ELA, Quarter1 Big Ideas/Key Concepts: Essential Questions: Unit Two: Figure It Out Unit Two: What does it take to solve a problem? Unit Three: One of a Kind Unit Three: Why are individual qualities important? Reading Foundation: 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 3.RF.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. 3.RF.3b Decode words with common Latin suffixes. 3.RF.3c Decode multisyllable words. 3.RF.3d Read grade-appropriate irregularly spelled words. 3.RF.4 Read with sufficient accuracy and fluency to support comprehension. 3.RF.4.a Read grade level text with purpose and understanding. 3.RF.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 3.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: 3.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independe proficiently. 3.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 band independently and proficiently. Speaking and Listening: 3.SL.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 ot and expressing their own clearly. 3.SL.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to exp under discussion. 3.SL.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and tex discussion). 3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.L.2g Consult reference materials, including beginning dictionaries, as needed to check and correct 1

2 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.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 3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of dis tasks, purposes, and audiences. WCEs: 3.WCE.ELA.5 Alphabetize words to the third letter and beyond. 3.WCE.ELA.15 Write all upper- and lowercase cursive letters. 3.WCE.ELA.20 Take at least two content area assessments online annually. Standards Standard Reading Literature: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Assessed Unit/Weekly) 3.WCE.ELA.8 Identify the problem and solution in a story. 3.L.1i Produce simple, compound, and complex sentences. (Assessed Unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. 3.WCE.ELA.4 Identify a synonym or antonym for a given word. 3.L.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Student-Friendly I Can Statement I can explain how characters actions cause events to occur in a certain order/sequence. I can distinguish between sentences and sentence fragments. I can read and spell words with the short vowel sounds a,i. I can use context clues and knowledge of synonyms to determine the meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can introduce the narrator, characters, and the event/situation in a story. I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. 2

3 Reading Literature: 3.RL.3 Describe characters in a story (e.g. their traits, motivations or feeling and explain how their actions contribute to the sequence of events. (Assessed Unit 2.2) 3.WCE.ELA.12 Determine the sequence of events in text. Correlates with 3.MU re: composing a properly sequenced musical arrangement 3.L.1i Produce simple, compound, and complex sentences. (Assessed Unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed Weekly) 3.L.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. I can determine the sequence of events in a text. I can produce simple, compound and complex sentences. I can read and spell words with the short vowel sounds e,o,u. I can use context clues to figure out them meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative and add descriptive details to my writing. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) Correlates with 3.MU re: sequence of music based on direction markings 3.WCE.ELA.6 Identify the subject and predicate of a sentence. 3.L.2f Use spelling patterns and generalizations in writing words. I can use time-order words and a text structure with sequence to help me understand the sequence of events in a text. I can identify subjects, complete subjects, and compound subjects. I can read and spell words with a VCe pattern. 3

4 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3c Use temporal words and phrases to signal event order. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) 3.WCE.ELA.7 Identify stated cause-effect relationships in text. 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.(assessed Weekly) Correlates with 3.MU re: comparing two songs about the same topic (I Can statement) Music standard also correlates with 3.SS.17 re: comparing and contrasting primary sources about the same event I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative and add descriptive details to my writing. I can add words that show order to revise writing. I can use sentences and paragraphs to determine text structure and to help understand how cause/effect helps a reader understand what is happening in the text. I can determine cause and effect relationships. I can compare important points and key details in two pieces of text on the same topic. 3.L.1i Produce simple, compound, and complex sentences. (Assessed unit) 3.WCE.ELA.6 Identify the subject and predicate of a sentence. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed weekly) I can identify predicates and compound predicates. I can read and spell words with long a (ai,a_e,ay,eigh). I can recognize and explain the meaning of a metaphor. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. 4

5 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. I can write a narrative and add descriptive details to my writing. 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Assessed unit/weekly) Correlates with 3.ART.3.2 re: identifying the main idea/subject matter of artwork 3.RI.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). 3.L.1h Use coordinating and subordinating conjunctions. 3.L.1i Produce simple, compound, and complex sentences. (Assessed unit) 3.L.2f Use spelling patterns and generalizations in writing words 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed weekly) Speaking and Listening: 3.SL.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. 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. I can identify the main idea and key details in a text and explain how the key details support the main idea. I can uses text features (captions, map & sidebar) to help me understand and explain what I m reading. I can punctuate simple and compound sentences correctly. I can identify and form simple and compound sentences. I can read and spell words with long o (o,ow,o_e,oa,oe). I can use words and phrases in the same sentence as a multiplemeaning word to figure out its meaning. I can use words and phrases in the same sentence as a multiplemeaning word to figure out its meaning. I can determine the main idea and supporting details of a text read aloud. 5

6 3.W.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. I can write a narrative and add descriptive details to my writing. 3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3.L.3a Choose words and phrases for effect. 3.L.3b Recognize and observe differences between the conventions of spoken and written standard English. 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3.W.3c Use temporal words and phrases to signal event order. 3.W.3d Provide a sense of closure. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.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. 3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 3.WCE.ELA.16 Use proper hand placement for the home row and fingering. 3.WCE.ELA.17 Keep eyes on the screen. 3.WCE.ELA.18 Produce documents at the keyboard, proofread, and correct errors. 3.WCE.ELA.19 Use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as appropriate to grade placement. I can write and publish a narrative piece that includes the following: A narrator and/or characters An event sequence that unfolds naturally Dialogue and descriptions of actions, thoughts and feelings Temporal words and phrases A sense of closure Words and phrases chosen for effect I can use the computer to publish a piece of writing. 6

7 Reading Literature: 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Assessed unit) 3.RL.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. (Assessed unit/weekly) 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. 3.L.2f Use spelling patterns and generalizations in writing words I can use text evidence to answer questions. I can determine the theme of a story. I can distinguish the different kinds of nouns. I can identify common and proper nouns. I can capitalize proper nouns. I can read and spell words with long i and long u. 3.WCE.ELA.4 Identify the synonym or antonym for a given word. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed weekly) 3.L.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. I can use context clues and knowledge of antonyms to determine the meaning of an unknown word. I can use words and phrases in the same sentence as a multiplemeaning word to figure out its meaning. I can write an opinion piece that supports a point of view with reasons. Reading Literature: 3.RL.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. (Assessed unit/weekly) I can identify the message or theme of a story. 7

8 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.L.1b Form and use regular and irregular plural nouns. 3.L.2f Use spelling patterns and generalizations in writing words 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed unit/weekly) 3.W.1Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists the reasons. I can learn the meaning of new vocabulary words. I can identify and form singular and plural nouns. I can spell words with the long e pattern. I can identify a simile and explain its meaning. I can also picture or visualize the meaning of the simile. I can write an opinion piece that states a point of view and supports that point of view with reasons. 3.RI.6 Distinguish their own point of view from that of the author of a text. (Assessed unit/weekly) 3.RI.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). (Assessed unit) 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.L.1b Form and use regular and irregular plural nouns. (Assessed unit) 3.L.1c Use abstract nouns (e.g., childhood). 3.L.2f Use spelling patterns and generalizations in writing words 3.L.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). (Assessed unit/weekly) 8 I can identify an author s point of view in a text. I can use text features (heading & bar graph) to help me understand and explain what I m reading. I can compare and contrast information from two texts on the same topic. I can identify and use irregular plural nouns, collective nouns, and abstract nouns. I can read and spell words with silent letters. I can determine the meaning of a new word by looking at prefixes (re-, un-, dis-, mis-).

9 3.W.1Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. I can use words and phrases in the same sentence as a multiplemeaning word to figure out its meaning. I can write an opinion essay that supports a point of view with reasons. I can develop a topic with facts, definitions, and details. 9