Louisville Municipal School Districtlouisville.k12.ms.us/PaCIng/Language/3LAT1.pdf · Louisville Municipal School District 3rd Grade English Language Arts (ELA) CCSS Pacing Guide

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Louisville Municipal School District 3rd Grade English Language Arts (ELA) CCSS Pacing Guide

1st Nine Weeks

Common Core State Standards for ELA Mississippi Competencies and Objectives

Performance Level Descriptors

Notes Lessons 1-8

READING STANDARDS FOR LITERATURE

Key Ideas and Details RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I CAN: RL.3.1 Use the text to explain how I got an answer to a question. RL.3.1 Generate questions and justify/support responses about story elements. RL.3.1 Identify the main characters, setting, plot, and theme in a text. RL.3.1 Identify/describe the main characters, setting, plot, and theme in a story.

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3) 1) Answer and generate questions about purposes for reading. 2) Answer literal and inferential questions about main characters, setting, plot, and theme. 3) Answer literal and inferential questions about characters’ actions, motives, traits, and emotions. 6) Identify cause and effect as stated in text.

2b– Basic PT1 - #s 6, 9,19 PT2 - #s 3, 23, 27 PT3 - #s 2, 5, 11 2b- Proficient PT1 - #s 7, 8, 22, 28, 29 PT2 - #s 7, 20, 22, 25, 4, 11 PT3 - #s 12, 17, 15, 27, 30

Journey's Lesson 1 - “A Fine, Fine School”

Story Elements

Multiple Meaning Words

Summarizing

Subject/Predicate Journey’s Lesson 2 – “Trial of Cardigan Jones”

Draw Conclusions/Infer/Predict

Types of Sentences

Compound Words

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. I CAN:

RL 3.2 Identify characteristics of a diverse culture. RL 3.2 Identify characteristics of a folktale, fable, or myth. RL 3.2 Summarize a given folktale, fable, or myth.

2c. The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in text, citing text-based evidence. (DOK 2) 1) Retell a story orally and in writing including characters, setting, problem, important events, and resolution.

2b. The student will analyze texts in

2c – Proficient PT1 - #s 4, 30 2c– Advanced PT1 - #s 1, 10 PT2 - #s 10, 24 PT3 - #s 3, 14, 16, 26

Journey's Lesson 3 – “Destiny's Gift”

Character Analysis

Fragments/Run-ons

Antonyms Journey's Lesson 4 – “Pop's Bridge”

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RL 3.2 Identify the story elements of a folktale, fable, or myth. RL 3.2 Using key details from the text, justify the central message, lesson, or moral from the text.

order to identify, understand, infer, or synthesize information. (DOK 3) 4) Identify the stated main idea of a narrative text or the topic of an informational text. 8) Synthesize information stated in the text

with prior knowledge and experience to

draw a conclusion.

11) Identify important themes from texts

and examine from more than one point of

view.


Compare/Contrast

Inflectional Endings (-s,-es, -ed, -ing)

Common/Proper Nouns

Journey's Lesson 5 - “Roberto Clemente”

Cause/Effect

Plural Nouns (-s, -es)

Prefixes (mis-)

RL.3.3 Describe characters in a story (e.g., their traits, motivations; or feelings) and explain how their actions contribute to the sequence of events. I CAN: RL.3.3 Identify the characters in a story. RL.3.3 Explain traits, motivations, and feelings of each character. RL.3.3 List the events in the order in which they happened. RL.3.3 Analyze the how the characters’ traits, motivations, or feelings affect the order of events in the story. (Cause and effect)

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3) 3) Answer literal and inferential questions about characters’ actions, motives, traits, and emotions. 5) Arrange in sequential order a listing of events found in narrative and/or informational text.

2b3– Basic PT1 - #s NONE PT2 - #s NONE PT3 - #s 5, 11 2b3– Proficient PT1 - #s 8, 22, 28 PT2 - #s 7, 25 PT3 - #s NONE

Journey's Lesson 6 - “Max's Words”

Sequential Order/Simple Procedure

Suffixes (-er, -or)

Verbs Journey's Lesson 7 - “What Do Illustrator's Do?”

Text Features

Synonyms

Verb Tense

Craft and Structure RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. I CAN:

1g. The student will use context to determine the simple figurative meanings (e.g., simile, metaphor, and personification) of words. (DOK 2)

1g- Proficient

PT1- #s 23

PT2- #s 8, 12

1g- Advanced PT2- #s - 9 Pt3- #s 10, 24

Journey's Lesson 8 - “Harvest Birds”

Multiple meaning words

Draw Conclusions

Commas in a series

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RL.3.4 Examine the text for clues to determine the meaning of unfamiliar vocabulary (context clues). RL 3.4 Differentiate literal and nonliteral language from given examples. RL.3.4 Recognize and interpret literal and nonliteral language used in text.

RL.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. I CAN: RL.3.5 Recognize that stories are divided into chapters. RL.3.5 Recognize that dramas are divided into scenes. RL.3.5 Recognize that poems are divided into stanzas. RL.3.5 Explain the relationship between a chapter to a story, a stanza to a poem, and a scene to a drama/play. RL.3.5.5 Explain how each chapter, scene, or stanza flows from the beginning to the end of the selection.

2a. The student will use text features, parts of a book, text structures, and genres to analyze text. (DOK 2)

4) Genres - Fiction, nonfiction, and poetry

2a – Proficient PT1- #s 3, 5, 20, 27 PT2 - #s 1, 2, 6, 21 PT3 - #s 4, 6, 13, 18, 29 2a – Advanced PT1- #s 11 PT3 - #s 19

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. I CAN: RL 3.6 Formulate my own point of view from a given story. RL.3.6 Examine different points of view from the story. RL.3.6 Compare/contrast my own point of view to that of the narrator or character.

2b. The student will analyze texts in order

to identify, understand, infer, or synthesize

information. (DOK 3)

2) Answer literal and inferential questions about main characters, setting, plot, and theme.

3) Answer literal and inferential questions about characters’ actions, motives,

traits, and emotions.




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view.

Integration of Knowledge and Ideas 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). I CAN: RL.3.7 Using the illustrations of a text, predict the mood, characters, and setting of a story. RL.3.7 Explain how illustrations or pictures are used to describe the characters, the setting, and/or the mood of the story.

2a. The student will use text features, parts of a book, text structures, and genres to analyze text. (DOK 2) 1) Text features - titles, headings,

captions, illustrations, graphs, charts, diagrams, etc.

2a1– Proficient PT1 - #s 3, 20, 27 PT2 - #s 1, 2, 6 PT3 - #s 6, 13, 18

Range of Reading and Level of Text Complexity 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. I CAN: RL.3.10 Read and comprehend literature with increasing text complexity and proficiency. RL.3.10 Read closer to the high end of the Lexile score 450-790. RL.3.10 Comprehend texts by responding to, talking, and thinking about what I read.

Competency 2: The student will apply

strategies and skills to comprehend,

respond to, interpret, or evaluate a

variety of texts of increasing length,

difficulty, and complexity.

READING STANDARDS FOR INFORMATIONAL TEXT

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Key Ideas and Details RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I CAN: RI.3.1 Differentiate fiction and nonfiction. RI.3.1 Refer to the text to explain how I got an answer to a question. RI.3.1 Create questions that can be answered by the text.

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3) 1) Ask and generate questions about

purposes for reading. 2) Answer literal and inferential

questions about main characters, setting, plot, and

theme.

3) Answer literal and inferential

questions about characters’ actions,

motives, traits, and emotions.

6) Identify cause and effect as stated

in text.


RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. I CAN: RI.3.3 Use cue words to identify time order, sequential order, and cause/effect relationships. RI.3.3 Put events from informational text in order by time (sequential order and historical events). RI.3.3 List the steps in order to complete a task from given informational text (scientific ideas/concepts or technical procedure). RI.3.3 Tell in my own words how one event affects the outcome of another event in an informational text (cause/effect).

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3)

5) Arrange in sequential order a listing ofevents found in narrative and/or informational text.

9) Predict an outcome based on

information stated in text and confirm or

revise the prediction based upon

subsequent text.

10) Use key words in text to justify

prediction(s).


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Craft and Structure 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. I CAN: RI.3.4 Examine the text to find clues to help determine the meaning of unfamiliar words and phrases. (context clues) RI.3.4 Define key words and phrases from grade 3 informational text using context clues and/or reference materials (e.g. dictionary, glossary, etc.)

1d. The student will develop and apply knowledge of words and word meanings to communicate.

(DOK 2) 1) Generate words into categories. 2) Determine relationships among

words organized in categories. 1f. The student will use context to determine the meanings of unfamiliar or multiple meaning words. (DOK 2)

1h. The student will use reference materials to determine the meaning or pronunciation of unknown words (e.g., elementary dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource). (Note: These reference materials are not available during the administration of state tests.) (DOK 1)

1d-Proficient PT1 - #s 17 PT2 - #s 15 PT3 - #s 9 1f – Proficient PT1 - #s 12 PT3 - #s 21 1h-Proficient PT1 - #s 15, 26 PT2 - #s 17 PT3 - #s 23

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I CAN: RI.3.5 Locate text features in an informational text.




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RI.3.5 Explain how the text features aid in understanding the text. RI.3.5 Make a connection between text features and information.

Integration of Knowledge and Ideas 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). I CAN: RI.3.7 Identify maps and photographs in informational text. RI.3.7 Infer the meanings of maps and photographs in informational text. RI.3.7 Describe how the maps and photographs enhance the informational text. RI.3.7 Explain the connection between text features and text to demonstrate comprehension. RI.3.7 Compose a 5 W's report to demonstrate understanding of informational text.




5) Arrange in sequential order a listing of

events found in narrative and/or

informational text.

2a1– Proficient PT1 - #s 3, 20, 27 PT2 - #s 1, 2, 6 PT3 - #s 6, 13, 18 2b– Basic PT1 - #s 6, 9,19 PT2 - #s 3, 23, 27 PT3 - #s 2, 5, 11 2b- Proficient PT1 - #s 7, 8, 22, 28, 29 PT2 - #s 7, 20, 22, 25, 4, 11 PT3 - #s 12, 17, 15, 27, 30

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). I CAN: RI.3.8 Recognize key words in a text that distinguishes text structures. RI.3.8 Evaluate the sentences that support sequential order text structure. RI.3.8 Evaluate the sentences that support cause/effect text structure. RI.3.8 Evaluate the sentences that support descriptive text structure. RI.3.8 Evaluate the sentences that support


3) Text structures - sequential order,

description, simple cause and effect,

simple procedure, etc.

2a3 – Proficient PT1 - #s NONE PT2 - #s NONE PT3 - #s 4, 13, 18, 29, 19

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compare/contrast text structure. RI.3.8 Evaluate the sentences that support simple procedure text structure. RI.3.8 Identify which text structure is being used in informational text.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. I CAN: RI.3.9 Determine important details in two texts of the same topic. RI.3.9 Compare and contrast the important details presented in two informational texts.


8) Synthesize information stated in the text

with prior knowledge and experience to

draw a conclusion.



view.

2d. The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text, citing text based evidence. (DOK 3)

2) Make connections between self and characters, events, and information in text or among texts.

2b– Basic PT1 - #s 6, 9,19 PT2 - #s 3, 23, 27 PT3 - #s 2, 5, 11 2b- Proficient PT1 - #s 7, 8, 22, 28, 29 PT2 - #s 7, 20, 22, 25, 4, 11 PT3 - #s 12, 17, 15, 27, 30 2d – Proficient PT1 - #s 2, 18, 21 PT2 - #s 29, 30 PT3 - #s 20, 28

Range of Reading and Level of Text Complexity 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. I CAN: RI.3.10 Read and understand text (informational text)

Competency 2: The student will apply

strategies and skills to comprehend,

respond to, interpret, or evaluate a

variety of texts of increasing length,

difficulty, and complexity.

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between Lexile scores 450-790. RI.3.10 Read closer to the high end of the Lexile ranges 450-790. RI.3.10 Read text in the Lexile ranges 450-790 and respond by speaking, listening, and writing.

READING STANDARDS: FOUNDATIONAL SKILLS

Phonics and Word Recognition RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most

common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled

words.

I CAN: RF.3.3a Separate the base word from the affix. RF.3.3a Differentiate between prefixes and suffixes RF.3.3a Determine meanings of common prefixes and suffixes. RF.3.3b Determine how a word is changed based on the common Latin suffixes. RF.3.3c Divide a multi-syllable word into syllables. RF.3.3d Read a word that does not follow a regular spelling pattern.

1a. The student will use word recognition skills for multi-syllabic words. (DOK 2) 1) Continue to use knowledge of

vowel digraphs, diphthongs, and r-controlled letter-sound correspondences to decode unknown words.

5) Read 300 to 400 high frequency and/or irregularly spelled words in connected text. (A third grader should read between 100 and 115 words correctly per minute in connected text by the end of third grade.)

1b. The student will use syllabication types (e.g., open, closed, r-controlled, vowel team, vowel-consonant + e, consonant + le) to decode words. (DOK 1)

1c. The student will manipulate and

analyze root words and affixes (e.g., un-, re-, mis-, pre-, in-, im-, ir-, -s, -es, -ed, -ing, -y, -ly, -er, -est, -ful, -less,-able, -ness, -ish) to analyze words. (DOK 2)

1a – Basic PT1 - #s 24 PT2 - #s 5, 13, 19, 26 PT3 - #s 22, 25 1b – Basic PT1 - #s 13 PT3 - #s 7 1c – Proficient PT1 - #s 14, 25 PT2 - #s 14, 16, 18 PT3 - #s 8

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

a. Read on-level text with purpose and

understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I CAN: RF.3.4 a Read on-level text with purpose and understanding. RF.3.4 b Read on-level short stories, novels, essays, and poetry fluently and with expression. RF.3.4 c Reread and self-correct when needed to understand a passage.

1a. The student will use word recognition skills for multi-syllabic words (DOK 2)

6) Read 300 to 400 high frequency

and/or irregularly spelled words in

connected text. (A third grader should read

between 100 and 115 words correctly per

minute in connected text by the end of third

grade.)

1a – Basic PT1 - #s 24 PT2 - #s 5, 13, 19, 26 PT3 - #s 22, 25

The MLAF does not explicitly express all of the fluency standards of the CCSS.

WRITING STANDARDS

Text Types and Purposes W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons.

b. Provide reasons that support the opinion.

I CAN: W.3.1b Compose an opinion piece supporting my point of view including topic sentence, at least three supporting details, and a concluding sentence.


7) Identify simple fact and opinion. 3e. The student will compose a simple

persuasive text. (DOK 3)

2b– Basic PT1 - #s 6, 9,19 PT2 - #s 3, 23, 27 PT3 - #s 2, 5, 11 2b- Proficient PT1 - #s 7, 8, 22, 28, 29 PT2 - #s 7, 20, 22, 25, 4, 11 PT3 - #s 12, 17, 15, 27, 30 3e – Proficient PT3 - #s 39, 48

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W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

I CAN: W.3.3a Create a situation to write about. W.3.3a Introduce a narrator and/or characters within my writing. W.3.3a Organize an event sequence as it is supposed to happen. W.3.3b Write dialogue between my characters to show their response to situations. W.3.3b Describe actions, thoughts, and feelings to enhance experiences and events within my writing. W.3.3c Use time order words to show the order of events in my story. W.3.3d Give my readers an ending to my story.

3c. The student will compose narrative text with a clear beginning, middle, and end. (DOK 3)

3c - Proficient PT1 - #s 52 PT2 - #s 40 PT3 - #s 32

Production and Distribution of Writing 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.)

3a. The student will use an appropriate composing process (e.g., planning, drafting, revising, editing and publishing/sharing) to compose or edit. (Note: Editing will be tested under Competency 4.)

3a – Proficient PT1 - #s 31, 33, 39, 59 PT2 - #s 31, 37, 51 PT3 - #s 43, 59, 60

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I CAN: W.3.4 Observe my teacher modeling how to write in certain modes. W.3.4 Use graphic organizers to organize my thoughts. W.3.4 Write to a prompt with support from my teacher. W.3.4 Proofread for grammatical errors.

(DOK 3)

1. Planning

Use a variety of graphic organizers (e.g., Venn diagrams, bubble maps, story maps, simple outlines, etc.) to generate and organize ideas.

2. Drafting

Transfer thoughts from graphic organizers and simple outlines into paragraphs.

3. Revising

Revise paragraphs for organization, to add details, and to clarify ideas.

4. Editing

Edit paragraphs using a general rubric (e.g., grammar usage, punctuation, and sentence structure).

Edit for correct capitalization, punctuation, spelling, and word usage.

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. I CAN: W.3.5 Improve my writing by planning. W.3.5 Improve my writing by revising paragraphs for organization to add details and clarify ideas. W.3.5 Improve my writing by editing paragraphs using a general rubric (grammar, usage, punctuation,

3a. The student will use an appropriate composing process (e.g., planning, drafting, revising, editing and publishing/sharing) to compose or edit. (Note: Editing will be tested under Competency 4.) (DOK 3)

3. Revising

Revise paragraphs for organization, to add details, and to clarify ideas.

4. Editing


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capitalization, spelling, and sentence structure). Edit paragraphs using a general rubric (e.g., grammar usage, punctuation, and sentence structure).

Edit for correct capitalization, punctuation, spelling, and word

usage.

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. I CAN: W.3.6 Use keyboarding skills with my teacher's help. W.3.6 Use technology to create a finished product of my writing. (display boards, dioramas, etc.) W.3.6 Use technology to produce a group/class project.

3a. The student will use an appropriate composing process (e.g., planning, drafting, revising, editing and publishing/sharing) to compose or edit. (Note: Editing will be tested under Competency 4.) (DOK 3)

5. Publishing/Sharing

Publish writing formally and informally using a variety of media.


Research to Build and Present Knowledge W.3.7 Conduct short research projects that build knowledge about a topic. I CAN: W.3.7. Gather facts about a topic using various resources including technology. W.3.7.Experiment with researching a topic so that I can learn more about that topic.

3f. The student will generate questions and use multiple sources to locate answers. (DOK 3)

3f – Proficient PT1 - #s 44, 58 3f – Advanced PT1 - #s 46 PT2 - #s 47

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. I CAN:

3f. The student will generate questions and use multiple sources to locate answers. (DOK 3)

3f – Proficient PT1 - #s 44, 58 3f – Advanced PT1 - #s 46 PT2 - #s 47

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W.3.8 Access prior knowledge based on personal experience. W.3.8 Select information from print, computer, or video sources. W.3.8 Take short notes and organize them into given categories.

Range of Writing 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 audiences.

I CAN: W.3.10 Write on a regular basis over different amounts of time. (daily vs. weekly projects) W.3.10 Write for a variety of purposes. W.3.10 Write for different audiences. W.3.10 Write across all subject areas. W.3.10 Write on a topic of choice for enjoyment.

Competency 3: The student will

express, communicate, or evaluate ides

effectively.

The CCSS explicitly addresses writing over an extended period of time, for a range of tasks, purposes, and audiences.

SPEAKING AND LISTENING STANDARDS

Comprehension and Collaboration 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.

a. Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3) 1) Ask and generate questions about

purposes for reading.


This is not an exact

match.

There are no Speaking and Listening Standards in the MLAF.

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(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

I CAN: SL.3.1a Work in different size groups. (one-on-one, small group, etc.) SL.3.1a Participate in a group discussion. SL.3.1a Read and study the material needed for the discussion. SL.3.1b Follow the teacher designated group rules. (common courtesy rules, turn taking, etc.) SL.3.1b Use the information I read plus information I already know to talk about the topic. SL.3.1b Stay on topic. SL.3.1c Ask questions to check my understanding of the information given. SL.3.1c Make comments that relate to the comments of others. SL3.1d Show my understanding by explaining it in my own words after 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.


4) Identify the stated main idea of a

2b– Basic PT1 - #s 6, 9,19 PT2 - #s 3, 23, 27 PT3 - #s 2, 5, 11 2b- Proficient

This is a close match. The

CCSS is explicitly

addressing listening skills.

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I CAN: SL.3.2 Tell in my own words the main idea of the story. SL.3.2 Tell in my own words details that support the main idea. SL.3.2 Explain the main ideas from oral, visual, and multi-media presentations. SL.3.2 Explain the supporting details of oral, visual, and multi- media presentations.

narrative text or the topic of an

informational text.

PT1 - #s 7, 8, 22, 28, 29 PT2 - #s 7, 20, 22, 25, 4, 11 PT3 - #s 12, 17, 15, 27, 30

There are no Speaking and

Listening Standards in the

MLAF.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. I CAN: SL.3.3 Ask and answer questions about information someone tells me. (speaker) SL.3.3 Restate my question and answer in clearer terms. SL.3.3 Give more detailed information about my questions and answers.

NO MS Match

Presentation of Knowledge and Ideas 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 understanding pace. I CAN: SL.3.4 Present a report on a topic or text with relevant facts and details while speaking clearly at an understandable rate. SL.3.4 Tell a story with relevant facts and details speaking clearly at an understandable rate.

2c. The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in text, citing text-based evidence. (DOK 2)

1) Retell a story orally and in writing

including characters, setting, problem,

important events, and resolution.

2) Write summaries that contain the main

ideas of the reading selection and the most

significant details.

2d. The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text, citing text-based

2c – Proficient PT1 - #s 4, 30 2c– Advanced PT1 - #s 1, 10 PT2 - #s 10, 24 PT3 - #s 3, 14, 16, 26

2d – Proficient PT1 - #s 2, 18, 21 PT2 - #s 29, 30

This is a close match.

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evidence. (DOK 3)

1) Interpret text through moving, drawing, speaking, acting, or singing.

2)

PT3 - #s 20, 28

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. I CAN: SL.3.5 Record myself reading stories or poems fluently at an understandable rate using inflection and intonation. SL.3.5 Create visual displays such as project boards, dioramas, or mobiles to enhance facts/details.


1) Text features - titles, headings,


2d. The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text, citing text-based evidence. (DOK 3)

2) Compose visual images based

upon text.


2d – Proficient PT1 - #s 2, 18, 21 PT2 - #s 29, 30 PT3 - #s 20, 28

The CCSS explicitly addresses fluent reading through audio recordings of stories/poems.

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.) I CAN: SL.3.6 Speak in complete sentences using correct grammar in many different situations to give detail or make things clear.

Competency 4: The student will use

Standard English to communicate.

This is a close match. The CCSS explicitly addresses speaking. There are no Speaking and Listening Standards in the MLAF.

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LANGUAGE STANDARDS

Conventions of Standard English L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular nouns. c. Use abstract nouns (e.g. childhood) (2

nd 9 wks)

d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun- antecedent agreement.*(2

nd 9 wks)

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences.

I CAN: L.3.1. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1.b. Form and use regular and irregular nouns. L.3.1.c. Use abstract nouns (e.g. childhood) L.3.1.d. Form and use regular and irregular verbs. L.3.1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.1.f. Ensure subject-verb and pronoun-antecedent agreement.

4. The student will use Standard English to communicate.

4a. The student will use Standard English

grammar to compose or edit.

1) Nouns (e.g., singular, plural (including

irregular forms), common, proper,

possessive)

2) Verbs, helping verbs and irregular verbs

3) Verb tense (conjugation and purpose for

past, present, and future)

4) Subject-verb agreement

5) Articles and coordinating conjunctions

6) Adjectives (e.g., possessive,

comparative, superlative)

8) Pronouns (e.g., subject pronouns,

singular pronouns, plural pronouns,

singular possessive pronouns, and plural

possessive pronouns)

9) Pronoun-antecedent agreement

(number and gender)

10) Adverbs (avoiding double negatives)

4c. The student will use correct and varied

sentence structures. (DOK 2)

4a – Basic

PT1 - #s 36, 42, 54

PT3 - #s 46

4a – Proficient

PT1 - #s 37, 38, 55

PT2 - #s 33, 42, 50, 53, 54,

55, 56

PT3 - #s 34, 50, 57, 58

4c – Basic

PT2 - #s 38

4c – Proficient

PT1 - #s 47, 49, 51, 53

PT2 - #s 36, 58

PT3 - #s 42, 52, 55

4c – Advanced

PT1 - #s 60

PT2 - #s 60

PT3 - #s 41, 47

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L.3.1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1.h. Use coordinating and subordinating conjunctions. L.3.1.i Identify subjects and predicates. L.3.1.i. Write complete simple, compound, and complex sentences avoiding fragments and run-ons. L.3.1.i. Produce simple, compound, and complex sentences.

3) Compose simple sentences with compound subjects and/or compound predicates;

compound sentences.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives.(3

rd 9 wks)

e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning, dictionaries, as needed to check and correct spellings.

I CAN: L.3.2.a. Capitalize appropriate words in titles. L.3.2.b. Use commas in addresses. L.3.2.c. Use commas and quotation marks in

4b. The student will use Standard English mechanics to compose or edit.

(DOK 1)

4) Commas (e.g., dates, series, addresses,greetings, closings, quotations)

5) Quotation marks (e.g., quotations, titles ofpoems)

8) Capitalization (e.g., first word in a

sentence, proper nouns, days of the week,

months of the year, holidays, titles, initials,

the pronoun “I”)

9) Spell words commonly found in third grade level text.

1a. The student will use word recognition skills for multi-syllabic words. (DOK 2)

2) Continue to use common spelling

patterns to make new words (e.g., make,

take, lake, cake, etc.)

4b – Basic

PT1 - #s 34, 57

PT2 - #s 48

PT3 - #s 51, 56

4b – Proficient

PT1 - #s 43, 45, 56

PT2 - #s 35, 43, 44, 49, 59

PT3 - #s 33, 37, 38, 45

1a – Basic PT1 - #s 24 PT2 - #s 5, 13, 19, 26 PT3 - #s 22, 25

The CCSS uses reference

materials to check for

correct spellings, whereas

the MLAF refers to

reference materials to

determine meaning or

correct pronunciation.

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dialogue. L.3.2.d. Form and use possessives. L.3.2.e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words(e.g., sitting, smiled, happiness). L.3.2.f. Use spelling patterns and generalizations(e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

3) Use inflectional endings (e.g., -s, -es, -

ed, or -ing to produce or analyze new

words.

1c. The student will manipulate and analyze root words and affixes (e.g., un-, re-, mis-, pre-, in-, im-, ir-, -s, -es, -ed, -ing, -y, -ly, -er, -est, -ful, -less, -able, -ness, -ish) to analyze words. (DOK 2)

1h. The student will use reference

materials to determine the meaning or pronunciation of unknown words (e.g., elementary dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource). (Note: These reference materials are not available during the administration of state tests.) (DOK 1)

1c – Proficient PT1 - #s 14, 25 PT2 - #s 14, 16, 18 PT3 - #s 8

1h-Proficient PT1 - #s 15, 26 PT2 - #s 17 PT3 - #s 23

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

a. Choose words and phrases for effect.*

b. Recognize and observe differences between the

conventions of spoken and written standard English.

I CAN: L.3.3 Choose types of words and phrases that create effective use of vivid language. L.3.3 Identify and use synonyms, antonyms, and homonyms in written standard English.

1d. The student will develop and apply knowledge of words and word meanings to communicate. (DOK 2) 1) Generate words into categories. 2) Determine relationships among

words organized in categories.

1e. The student will identify and use synonyms, antonyms, and homonyms. (DOK 1)

3b. The student will compose descriptive

text using specific details and vivid language.

4c. The student will use correct and varied

sentence structures. (DOK 2)

1d-Proficient PT1 - #s 17 PT2 - #s 15 PT3 - #s 9

1e – Proficient

PT1 - #s 16

PT3 - #s 1

3b – Basic

PT1 - #s 32

PT2 - #s 32, 45, 57

3b – Proficient

PT3 - #s 35, 53

This is a close match, however, in addition to the MLAF, the CCSS explicitly addresses recognizing and observing the differences between spoken and written standard English.

4c – Basic

PT2 - #s 38

4c – Proficient

PT1 - #s 47, 49, 51, 53

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L.3.3 Identify differences between how words are spoken and how words are written.

1) Analyze sentences to determine purpose

(e.g., declarative, interrogative,

exclamatory, imperative).

2) Compose simple sentences with compound subjects and/or compound predicates;

compound sentences,

3) Avoid sentence fragments and run-on sentences.

3b – Advanced

PT1 - #s 40

PT2 - #s 39, 52

PT2 - #s 36, 58

PT3 - #s 42, 52, 55

4c – Advanced

PT1 - #s 60

PT2 - #s 60

PT3 - #s 41, 47

Vocabulary Acquisition and Use 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.

a. Use sentence-level context as a clue to the

meaning of a word or phrase.

b. Determine the meaning of the new word

formed when a known affix is added to

known word (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless,

heat/preheat).

c. Use a known root word as a clue to the

meaning of an unknown word with the same

root (e.g., company, companion). (3rd

9 wks)

d. Use glossaries or beginning dictionaries,

both print and digital, to determine or clarify

the precise meaning of key words and

1a. The student will use word recognition

skills for multi-syllabic words. (DOK 2)

4) Create and analyze complex compound words (e.g., sky + scraper = skyscraper)

1c. The student will manipulate and analyze root words and affixes (e.g., un-, re-, mis-, pre-, in-, im-, ir-, -s, -es, -ed, -ing, -y, -ly, -er, -est, -ful, -less, -able, -ness, -ish) to analyze words. (DOK 2)

1f. The student will use context to

determine the meanings of unfamiliar or multiple meaning words. (DOK 2)

1h. The student will use reference materials to determine the meaning or

1a4– Basic PT1 - #s NONE PT2 - #s 5, 13, 19 PT3 - #s NONE

1c – Proficient PT1 - #s 14, 25 PT2 - #s 14, 16, 18 PT3 - #s 8

1f – Proficient PT1 - #s 12 PT3 - #s 21

1h-Proficient PT1 - #s 15, 26 PT2 - #s 17

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phrases.

I CAN: L.3.4 a Identify and use synonyms, antonyms, and homonyms in written standard English. L.3.4.aUse context clues to determine the meaning of a word or phrase. L.3.4.b. Discover and explain the meaning of a new word when a known suffix or prefix is added to a known word. L.3.4.c. Discover and explain the meaning of a new word based on its known root word. L.3.4.d. Use a glossary, dictionary, or thesaurus in print and/or other media to find the exact meaning of a key word or phrase.

pronunciation of unknown words (e.g., elementary dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource). (Note: These reference materials are not available during the administration of state tests.) (DOK 1)

PT3 - #s 23

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral

meanings of words and phrases in context

(e.g., take steps).

b. Identify real-life connections between words

and their use (e.g., describe people who are

friendly or helpful).

c. Distinguish shades of meaning among

related words that describe states of mind

or degrees of certainty (e.g., knew,

believed, suspected, heard, wondered).

(2nd

9 wks)

I CAN: L.3.5.a. Differentiate literal (meaning exactly what is said) and nonliteral (using figurative language) meaning

1a. The student will use word recognition

skills for multi-syllabic words. (DOK 2)

3) Use inflectional endings (e.g., -s, -es, -

ed, or -ing to produce or analyze new

words.

1d. The student will develop and apply knowledge of words and word meanings to communicate. (DOK 2) 1) Generate words into categories. 2) Determine relationships among


1a3– Basic PT1 - #s 24 PT2 - #s NONE PT3 - #s 25


This is a close match. The CCSS explicitly addresses identifying real-life connections between words and their use.

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of words and phrases. L.3.5.a. Discuss the difference between the literal or nonliteral meaning of words or phrases as they are used in a story or passage. (e.g., I’m starving to death.) L.3.5.b. Show real-life connections between words and the way they are used (e.g., describe people who are friendly or helpful). L.3.5.c. Distinguish the small differences in the meaning of related words that describe frame of mind (mood) or how sure I am of something.

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).

I CAN: L.3.6. Learn and use correctly grade-appropriate words and phrases necessary for speaking with others. L.3.6 Learn and use correctly grade-appropriate words needed for regular school vocabulary. L.3.6 Learn and use correctly grade-appropriate words and phrases necessary for use across subject areas. This includes words that direct your attention to relative positions in time and space (prepositions).

1d. The student will develop and apply knowledge of words and word meanings to communicate. (DOK 2)

1) Generate words into categories. 2) Determine relationships among



This is a close match. The CCSS includes using accurately domain-specific words.

Documents

Louisville Municipal School Districtlouisville.k12.ms.us/PaCIng/Language/3LAT1.pdf · Louisville Municipal School District 3rd Grade English Language Arts (ELA) CCSS Pacing Guide