THIRD GRADE CURRICULUM MAPFirst Eight Weeks Second Eight Weeks Third Eight Weeks Fourth Eight Weeks

Theme: School Community and

friendship

Theme: Communities Across Cultures

Theme: Stories Worth Telling Again and Again

Theme: Barrington, Rhode Island and How Water Effects

Communities

Subgenres- Realistic Fiction, Poetry

Subgenres- Literary Nonfiction and Historical Scientific and Technical Texts

Subgenres- Fables, Folktales, Dramas and Myths

Subgenres- Literary Nonfiction and Historical Scientific and Technical Texts

Topic: Narratives

Unit 1

Unit 1.2 Unit 1 Topic- Informational

Unit 2 Topic- Informational

Unit 1 Topic- Fables and Folktales

Unit 2 Topic- Dramas and

Myths

Unit 1 Topic- Informational

Unit 2 Topic- Informational

Reading Standards tested: RL 1, 3, 4, 7 and 9

Reading Standards tested: RL 2, 3, 5, 6

Reading Standards tested: RI 1, 2, 4, 7 and 8

Reading Standards tested: RI 3, 5, 6, 9 and 10

Reading Standards tested: RL 1, 4, 6, 7 and 9

Reading Standards tested: RL 2, 3 and 5

Reading Standards tested: RI 1, 2, 4, 5, 7 and 8

Reading Standards tested: RI 3, 6, 9 and 10

RL 10 ET: Because of Winn Dixie

ST: The Recess Queen, Roxie and the Hooligans 930LBully by PPJunkyard Wonders,The Sandwich Swap

RI 10 ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids

RL 10

ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of RiceThe Woman Who Outshone the SunSam and the Lucky Money, The Fox and the StorkTwo Bad Ants

RI 10 ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose,Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradinand Rhode Island John Warner Time for Kids

Reading Performance Task After reading various texts students will identify the main character, character traits and evidence to support each.

Poetry: Identify literal and non- literal meaning of words

Reading Performance Task: *Evidence Based Response *Determine Main Idea Task *Compare/Contrast Task

Reading Performance Task: *Evidence Based Response- *Cause/Effect Task *Compare/Contrast Texts Task

Reading Performance Task: * Explain/Identify Theme

Reading Performance Task: *Explain/Identify Theme

Reading Performance Task *Task to Determine Meaning of content vocabulary *Evidence Based Response *Task for using text features and search tools

Reading Performance Task *Task to distinguish point of view from that of the author

Reading Foundation skills 3abcd,4abc

Reading Foundation skills 3abcd,4abc Reading Foundation skills 3abcd,4abc

Reading Foundation skills 3abcd,4abc

Writing Standards tested :Narrative W3

Writing Standards tested: Informative/Explanatory W2

Writing Standards tested:OpinionW1

NarrativeW3

Informative W2

Opinion W1

Writing Performance Task Students will write a narrative

Writing Performance Task: Students will write informative/explanatory texts

Writing Performance Task: Students will write an opinion piece

Writing Performance Task: Students will complete narrative, informative and opinion "short" pieces of writing.

2 opinion pieces supporting a positionW1, 4, 5, 6, 9,10

2 informative/explanatory piecesexamining a topic and conveying ideasW2, 4, 5, 6, 9,10

2 informative/explanatory piecesexamining a topic and conveying ideasW2, 4, 5, 6, 9,10

2 opinion pieces supporting a positionW1, 4, 5, 6, 9,10

1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7

1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7

1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7

1 extended research opportunity; 2-3 short research connections (may be shared research on a topic or theme connected to the unit) W7

1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10

1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10

1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10

1-2 narratives detailing a real or imagined experienceW3, 4, 5, 6, 10

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Language Standards tested: 1a-f,2c, 2ef, 5a,

6

Language Standards tested:2a,b,d,g,2ef,4abcd,6

Language Standards tested:1g-I,2c,2ef,5abc,6

Language Standards tested: 2def,4abcd,6

Speaking/Listening Standards

tested:1a,b,c,d,2,6

Speaking/Listening Standards tested:3, 4,5

Speaking/Listening Standards tested:

1a,b,c,d,2,6

Speaking/Listening Standards tested:3, 4,5

Speaking/Listening Task Engage in a collaborative discussion to allow students to demonstrate their understanding of characters

and their traits and support their opinion.

Speaking/Listening Task

L3 Knowledge of Language < Skills addressed

throughout the year >SL1-6. Confirm understandingsParticipate in collaborative discussionsReport findings

Unit 1

Instructional Days: 20 days

Unit Summary

Students will ask and answer questions referring explicitly to a text. Students are expected to support their answers by using details from literary text. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.

Students will read poems to become familiar with literal and non-literal language.

While exploring literary texts students will develop their own narratives, containing real or imagined experiences.

Students will ask and answer questions from a speaker and orally demonstrate understanding of information.

Students will demonstrate conventions of Standard English grammar and usage, focusing upon the functions of nouns, verbs, and adjectives.

Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.

Students will learn about the cutting patterns such as VCV and VCCCV. Students will also learn about the use of Y as a vowel and Y in the middle of a word.

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text:Literary Ask and answer

questions referring explicitly to the text

describe characters in a story and explain how their actions contribute to the sequence of events

determine meanings

Writing:Narrative Select and write to

a focus Include evidence,

details Develop real or

imagined experiences

Speaking/Listening Orally

demonstrate understanding of information (text read aloud, from a presentation, or media source)

Ask and answer questions about information from a

Language Explain the function

of nouns, verbs, adjectives, and in general and their function in particular sentences

Demonstrate command of capitals in titles*literal and non-

Foundation Skills Read grade level high

frequency words Read on level text accurately

with appropriate rate Learn cutting patterns VCV,

VCCCV, VCCCCV Learn the use of Y as a vowel

and Y in the middle of a word

of words and phrases explain how

illustrations contribute to meaning

compare and contrast, themes, settings, plots of stories written by the same author (series of books)

speaker literal meanings of words

Texts

ET: Because of Winn Dixie ST: The Recess Queen, Roxie and the Hooligans 930LBully by PP Junkyard Wonders, The Sandwich Swap

Focus Standards

Reading Literature

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsRL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)RL.3.10 By the end of the year read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Information

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1b Form and use regular and irregular plural nouns.L.3.1c Use abstract nouns (e.g., childhood).L.3.1d Form and use regular and irregular verbs.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name Quarter 1 Unit 2

Instructional Days: 20 days

Topic: Narrative

Theme: School Community and Friendship

Unit Summary

Students will recount stories, determine the central message, and describe characters and explain how their actions contribute to the sequence of events. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.

Students will write narratives including temporal words and phrases.

Students will engage effectively in a range of collaborative discussions.

Students will explain the function of pronouns. They will also identify real life connections between words and their use. Students will use a variety of tools to determine word meaning.

Students will recognize and identify the meaning of common prefixes and suffixes.

Students will follow the scope and sequence for Project Read Quarter One, Lessons 24-29.

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text:Literary Recount stories and

determine the central message

Describe characters (traits, motivations, feelings) and explain how their actions

Writing:Narrative Include

temporal words and phrases (transition words) to

Speaking/Listening Engage effectively in

a range of collaborative discussions (come prepared, follow agreed upon rules, ask questions,

Language Explain the function of

nouns, pronouns, verbs, adjectives, in general and their function in particular sentences

Identify real life connections between words and their use

Foundation Skills Recognize and

identify the meaning of common prefixes and suffixes

Vowel teams Short e Schwa

contribute to the sequence of events

Refer to parts of poems using the term stanza

Distinguish their own point of view from narrator or character

ensure coherence

explain thinking) (using new vocabulary in context)

Use a variety of tools to determine word meaning (context clues, root words, glossary/dictionary, prefixes, affixes, suffixes)

Final consonant –le -dge Vowel Dipthongs oo

Texts

ET: Because of Winn Dixie ST: The Recess Queen, Roxie and the Hooligans 930LBully by PP Junkyard Wonders, The Sandwich Swap

Focus Standards

Reading Literature

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsRL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Information

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1b Form and use regular and irregular plural nouns.L.3.1c Use abstract nouns (e.g., childhood).L.3.1d Form and use regular and irregular verbs.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name Quarter 2 Unit 1

Instructional Days: 20 days

Topic: Informational Texts

Theme: Communities Across Cultures

Unit Summary

Students will ask and answer questions to demonstrate understanding of a text referring explicitly to the text and determine the main idea of a text, recounting the key details. They will describe the logical connections between sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/ third in a sequence.

Students will write informative/explanatory texts to examine a topic to convey ideas and information clearly, by introducing a topic and grouping related information together and including illustrations. They will develop the topic with facts, definitions, and details and produce writing in which the development and organization are appropriate to task and purpose. Students will also recall information from experiences or gather information from print and digital sources; take brief notes and sort evidence

Students will report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Students will capitalize appropriate words and titles and use commas in addresses. They will consult reference materials including beginning dictionaries as needed to check and correct spellings. They will use conventional spelling for high frequency and other studied words and for adding suffixes to base words. Students will use sentence level context as a clue to the meaning of a word or phrase and use a known root word as a clue to the meaning of an unknown word.

Students will follow the scope and sequence for Project Read.

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text:Informational Ask and answer

questions to demonstrate understanding of a text referring explicitly to the text

Determine the main idea of a text, recount the key details

Determine meaning of academic and domain specific words and phrases

Describe the logical connections between sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/ third in a sequence

Use illustrations and information to demonstrate

Writing:Informational*Write informative/explanatory texts to examine a topic to convey ideas and information clearly, by…

Introducing a topic and grouping related information together

Including illustrations

Developing the topic with facts, definitions, and details

Produce writing in which the development and organization are appropriate to task and purpose

Recall information from experiences or gather information from

Speaking/Listening Report on a topic,

or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Language Capitalize appropriate

words and titles Use commas in addresses Consult reference

materials including beginning dictionaries as needed to check and correct spellings

Use conventional spelling for high frequency and other studied words and for adding suffixes to base words

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

Use a known root word as a clue to the meaning of an unknown word

Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases

Foundation Skills Decode words with

common Latin suffixes

Read grade appropriate irregularly spelled words

Read on level text with purpose and understanding

Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

understanding of text

Describe the connection between sentences and paragraphs in a text

print and digital sources; take brief notes and sort evidence

Texts

ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids

Focus Standards

Reading Literature

Reading Information

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2a Capitalize appropriate words in titles.L.3.2b Use commas in addresses.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings..L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name /Number Quarter 2 Unit 2

Instructional Days: 20 days

Topic: Informational Texts

Theme: Communities Across Cultures

Unit Summary

Students will describe the relationship between a series of historical events, using language that pertains to time, sequence, cause and effect. They will also compare and contrast the most important points and key details presented in two texts on the same topic. By the end of the year, students will read and comprehend informational text, at the high end of the grades 2-3 text complexity band.

Students will use linking words and phrases to connect ideas within categories of information and provide a concluding statement/section while developing and strengthen writing as needed by planning, revising, and editing. They will use technology to produce and publish writing and conduct short research projects that build knowledge about a topic.

Students will report on a topic, or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Students will follow the district's scope and sequence for Project Read.

Students will decode multisyllable words, read grade appropriate irregularly spelled words, read on level text with purpose and understanding, read on level prose and poetry orally with accuracy with an appropriate rate, and expression on successive readings and use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text:Informational Describe the relationship

between a series of historical events, using language that pertains to time, sequence, cause and effect

Distinguish their own point of view from that of the author

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

Use text features and search tools

By the end of the year, read and comprehend informational text, at the high end of the grades 2-3 text complexity band

Writing:Informational Use linking words

and phrases to connect ideas within categories of information and provide a concluding statement/section

Develop and strengthen writing as needed by planning, revising, and editing

Use technology to produce and publish writing

Conduct short research projects that build knowledge about a topic

Speaking/Listening Report on a topic, or

text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Language Form and use

possessives Use spelling patterns

and generalizations in writing words

Determine the meaning of the new word formed when a known affix is added to a known word

Acquire and use accurately grade appropriate, conversational, general academic and domain specific words and phrases (spatial and temporal relationships)

Foundation Skills Decode multi-syllable

words Read grade appropriate

irregularly spelled words Read on level text with

purpose and understanding

Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Texts

ET: Squanto's Journey ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla, Tapenum’s Day-Kate WatersThe Wampanoag's-Alice K. FlanaganTrading Days-Rachel Kranz Clambake: A Wampanoag Tradition-Russell PetersTime For Kids

Focus Standards

Reading Literature

Reading Information

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.6 Distinguish their own point of view from that of the author of a text.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2a Capitalize appropriate words in titles.L.3.2b Use commas in addresses.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings..L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a Choose words and phrases for effect.*L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name /Number Quarter 3 Unit 1

Instructional Days: 20 days

Topic: Fables and Folk Tales

Theme: Stories Worth Telling Again and Again

Scott Foresman Stories- Ananse's Feast, One Grain of Rice, The Woman Who Outshone the Sun, Sam and the Lucky Money, The Fox and the Stork, Two Bad Ants

Unit Summary

Students will recount fables and folk tales. Students will determine the central message, lesson or moral of these stories and explain how it is conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.

Students will continue to develop their own opinion pieces.

Students will ask and answer questions from a speaker and orally demonstrate understanding of information.

Students will demonstrate conventions of Standard English grammar and usage, focusing upon gaining a beginning understanding of adverbs, conjunctions and comparative and superlative adjectives.

Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.

Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text: Fables and Folktales Ask and answer

questions Determine the

Writing: Opinion Students will write

opinion pieces on topics or texts supporting a point of view with

Speaking/Listening Orally demonstrate

understanding of information (text read aloud, from a

Language Demonstrate command of the

convention of standard English grammar and usage when writing or speaking which

Foundation Skills Read grade level high

frequency words Read on level text accurately

with appropriate rate

meaning of words and phrases distinguishing literal from nonliteral

Distinguish their own point of view from the narrator or character

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story

Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters

reasons*Introduce a topic, state an opinion and create an organizational structure that lists reasons that support the opinion

presentation, or media source)

Ask and answer questions about information from a speaker

includes:*explain the function of adverbs*form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified*use coordinating and subordinating conjunctions*produce simple compound and complex sentences

Demonstrate command of the conventions of standard English, capitalization, punctuation and spelling when writing.*use conventional spelling for high frequency words*use spelling patterns and generalizations in writing wordsdegrees of certainty

Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases including those that signal spatial and temporal relationships

Refer to Project Read Quarter 3 Scope and Sequence

Texts

ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of Rice

The Woman Who Outshone the Sun Sam and the Lucky Money, The Fox and the Stork Two Bad Ants

Focus Standards

Reading Literature

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Information

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1h Use coordinating and subordinating conjunctions.L.3.1i Produce simple, compound, and complex sentences.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2c Use commas and quotation marks in dialogue.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name /Number Quarter 3 Unit 2

Instructional Days: 20 days

Topic: Dramas and Myths

Theme: Stories Worth Telling Again and Again

Unit Summary

Students will recount myths and dramas. Students will determine the central message, lesson or moral of these stories and explain how it is conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.

Students will develop their own opinion pieces.

Students will ask and answer questions from a speaker and orally demonstrate understanding of information.

Students will demonstrate conventions of Standard English, by using commas and quotation marks in dialogue, relationships between words and literal and non-literal meanings of words.

Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.

Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text: Myths and Drama Recount myths and

determine the central message, lesson or moral and explain how it is conveyed through key details in the text

Describe characters in

Writing:Opinion Students will write

opinion pieces on topics or texts supporting a point of view with reasons*use linking words and phrases to connect opinion and

Speaking/Listening Orally demonstrate

understanding of information (text read aloud, from a presentation, or media source)

Ask and answer questions about information from a speaker

Language Demonstrate command of the

conventions of standard English, capitalization, punctuation and spelling when writing.*use commas and quotation marks in dialogue*use conventional spelling for high frequency words

Foundation Skills Read grade level high

frequency words Read on level text accurately

with appropriate rate Refer to Project Read Quarter

3 Scope and Sequence

a story and explain how their actions contribute to a sequence of events

Refer to parts of dramas when writing or speaking about a text using terms such as scene

reasons*provide a concluding statement or section

*use spelling patterns and generalizations in writing words

Demonstrate understanding of word relationships and nuances in word meanings*distinguish the literal and nonliteral meaning of words and phrases in context*identify real life connections between words and their uses*distinguish shades of meanings among related words that describe states of mind or degrees of certainty

Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases including those that signal spatial and temporal relationships

Texts

ET: Where the Mountain Meets the Moon ST: Scott Foresman Stories- Ananse's FeastOne Grain of Rice The Woman Who Outshone the Sun Sam and the Lucky Money, The Fox and the Stork Two Bad Ants

Focus Standards

Reading Literature

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsRL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Information

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.

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

Language

L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1h Use coordinating and subordinating conjunctions.L.3.1i Produce simple, compound, and complex sentences.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2c Use commas and quotation marks in dialogue.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Unit Name /Number Quarter 4 Unit 1

Instructional Days: 20 days

Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts

Theme: Barrington, Rhode Island and How Water Effects Communities

Unit Summary (TBD)

Students will learn the history of Barrington and how they functioned as a community ( economy, agriculture, and landmarks)

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text: Informational

Ask and answer questions

Determine main idea and key details

Determine meaning of academic and domain specific vocabulary

Use text features and search tools

Use illustrations and information to understand text

Describe the connection between sentences and paragraphs in a text

Writing: Narrative, Informative & Opinion

Narrative- Develop real or imagined

experiences or events (descriptive details and clear event sequences)

Opinion- Students will write opinion

pieces supporting a point of view with reasons

Informative Write informative/

explanatory texts to examine a topic to convey ideas and information clearly

Speaking/Listening

Report on a topic, or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Language

Form and use possessives Use conventional spelling Use spelling patterns and

generalizations Use sentence level context clues Understand how prefixes change

word meanings Understand how root words

influence word meanings Use glossaries and dictionaries

(print and digital) to determine word meaning

Acquire and use grade appropriate conversational academic vocabulary

Foundation Skills

Decode words with common Latin suffixes

Read grade appropriate irregularly spelled words

Read on level text with purpose and understanding

Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Texts

ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose, Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin and Rhode Island John Warner

Time for Kids

Focus Standards

Reading Literature

Reading Information

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

Unit Name /Number Quarter 4 Unit 2

Instructional Days: 20 days

Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts

Theme: Barrington, Rhode Island and How Water Effects Communities

Unit Summary (TBD)

Students will learn about the effects that water and weather have on a community (hurricanes and erosion).

Concepts and skills (what students need to know and be able to do)-nouns & verbs

Reading Text: Informational

Describe the relationship between a series of historical events, using language that pertains to time, sequence, cause and effect

Distinguish their own point of view from that of the author

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

By the end of the year, read and comprehend informational text, at

Writing: Narrative, Informative & Opinion

Narrative- Develop real or

imagined experiences or events (descriptive details and clear event sequences)

Opinion- Students will write

opinion pieces supporting a point of

Speaking/Listening

Report on a topic, or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

Language

Form and use possessives Use conventional spelling Use spelling patterns and

generalizations Use sentence level

context clues Understand how prefixes

change word meanings Understand how root

words influence word meanings

Foundation Skills

Decode words with common Latin suffixes

Read grade appropriate irregularly spelled words

Read on level text with purpose and understanding

Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and

the high end of the grades 2-3 text complexity band

view with reasons

Informative Write informative/

explanatory texts to examine a topic to convey ideas and information clearly

Use glossaries and dictionaries (print and digital) to determine word meaning

Acquire and use grade appropriate conversational academic vocabulary

understanding, rereading as necessary

Texts

ET: Barrington By the Bay ST: Uniquely Rhode Island by Katherine Moose, Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin and Rhode Island John Warner

Time for Kids

Focus Standards

Reading Literature

Reading Information

R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.R.6 Assess how point of view or purpose shapes the content and style of a text.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Reading Foundation Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read grade-level text with purpose and understanding.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b Provide reasons that support the opinion.W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.W.3.1d Provide a concluding statement or section.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.W.3.2b Develop the topic with facts, definitions, and details.W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.W.3.2d Provide a concluding statement or section.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c Use temporal words and phrases to signal event order.W.3.3d Provide a sense of closure.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

Language

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2d Form and use possessives.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Speaking and Listening

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details