Big Ideas/Key Concepts: Essential Questions: Unit Two: Figure It Out Unit Two: What does it take to solve a problem? Unit Three: One of a Kind Unit Three: Why are individual qualities important? Ongoing Standards: 3.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. 3.FL.F.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 3.FL.WC.4 a. Use spelling patterns and generalizations in writing one-, two-, and three-syllable words. 3.FL.SC.6.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings3.fl.va.7a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 3.FL.VA.7.c 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). 3.RL.RRTC.10 Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently. 3.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.RRTC.10 Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently. Speaking and Listening: 3.SL.CC.1 Prepare for collaborative discussions on 3 rd grade level topics and texts; engage effectively with varied partners, building on others ideas and expressing their own ideas clearly. 3.SL.CC.1.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. 3.SL.CC.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 3.SL.CC.2 Determine the main ideas and supporting details of a text presented in diverse media such as visual, quantitative, and oral formats. 3.SL.PKI.5 Add audio or visual elements when appropriate to emphasize or enhance certain facts or details. 3.FL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3.W.PDW.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.) 3.W.PDW.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.) 3.W.PDW.6 With guidance and support from adults, use technology to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technological skills to type a complete product in a single sitting as defined in W.1-3. 3.W.RBPK.7 Conduct short research projects that build general knowledge about a topic. 3.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency. Week One: Unit 2.3: Every Vote Counts; Vote
Essential Question: How do people make government work? Reading Skills and Strategies- Reread, Author s Point of View, Expository Text, Prefixes Grammar and Writing Skills-Irregular Plural Nouns & Collective Nouns, Informational Text: How- To: Ideas 3.RI.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. 3.RI.CS.6 Distinguish reader point of view from that of an author of a text. 3.RI.IKI.7 Use information gained from illustrations and the words in a text to demonstrate understanding of a text. (Assessed unit) 3.RI.CS.5 Use text features to locate information relevant to a given topic efficiently. 3.FL.SC.6 Demonstrate command of the conventions of standard English grammar including capitalization and punctuation, when writing. (Assessed unit) 3.FL.VA.7.a.ii Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ii. Determine the meaning of the new word formed when a known affix is added I can use text evidence to answer questions. I can compare and contrast my opinion with the opinion of an author of a text. I can use text features (heading & bar graph) to help me understand and explain what I m reading. I can compare and contrast two texts on the same topic. I can identify and use irregular plural and collective nouns. I can determine the meaning of a new word by looking at prefixes (re-, un-, dis-, mis-). 3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. a. Introduce a topic. 3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. I can write an informational piece that introduces a topic, group information together, and includes illustrations when helpful. I can develop a topic with facts, definitions, and details. Week Two: Unit 2.4: Kids to the Rescue; Whooping Cranes in Danger Essential Question: How can people help animals survive? Reading Skills and Strategies- Reread, Author s Point of View, Expository Text, Suffixes Grammar and Writing Skills-Combining Sentences, Informational Text: Essay: Organization decoding isolated words and in connected text. c. Decode multi-syllable words. 3.FL.SC.6 Demonstrate command of the conventions of standard English grammar I can read and write multi-syllable words.
including capitalization and punctuation, when writing. a. Explain the function of nouns, pronouns 3.FL.SC.6.k k. Use commas in addresses. 3.FL.VA.7a.ii Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ii. Determine the meaning of the new word formed when a known affix is added. 3.RI.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. RI.3.6 Distinguish their own point of view from that of the author of a text. (Assessed Unit/Weekly) I can compare and contrast my opinion with the opinion of an author of a text. I can combine sentences using subject nouns and predicate nouns. I can use commas in letters, dates, addresses, and locations. I can determine the meaning of an unknown word by looking at the suffix (- ful, -less). I can identify the author s point of view in a text. I can use time order words to signal event order. 3.W.TTP.3 Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. I can conduct a short research project to build my knowledge about a topic. a. Establish a situation by using a narrator, including characters, and organizing an event 3.W.RBPK.7 Conduct short research projects that build general knowledge about a topic. Week Three: Unit 2.5: Empanada Day; The Inventor Thinks Up Helicopters Essential Question: How do people figure things out? Reading Skills and Strategies- Poetry, Point of View, Literary Elements: Alliteration & Rhyme, Similes Grammar and Writing Skills- Possessive Nouns, Informational Text: Essay: Ideas decoding isolated words and in connected text. c. Decode multi-syllable words. 3.FL.SC.6.m Form and use possessives. 3.FL.VA.7b.i Demonstrate understanding of word relationships and nuances in word meanings. i. Distinguish the literal and nonliteral meanings of words and phrases in context. 3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (e.g., feeling blue versus the color blue). (T293) I can read and write multi-syllable words. I can identify and use singular and plural possessive nouns correctly. I can identify a simile and explain its meaning. I can analyze text to determine how the author s word choice reveals the narrator s point of view.
3.RL.CS.5 Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part of a text builds on earlier sections. 3.RL.VA.76 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Weekly) Speaking and Listening: 3.SL.PKI.5 Add audio or visual elements when appropriate to emphasize or enhance certain facts or details. I can write about and discuss characteristics of limericks and free verse poetry. I can identify the narrator s point of view and compare the reader s point of view with the narrator s. I can record myself reading a poem at an understandable pace. 3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. I can write an informative/explanatory piece that uses descriptive details. Week Four: Flex Week 3.RI.CS.5 Use text features to locate information relevant to a given topic efficiently. 3.W.TTP.2.a Write informative/explanatory texts to examine a topic and convey ideas and information. a. Introduce a topic. 3.W.TTP.2.e Write informative/explanatory texts to examine a topic and convey ideas and information. e. Provide a conclusion. I can use text features to locate important information in text. I can compare and contrast important points presented in two texts on the same topic. I can write an informative/explanatory piece that conveys ideas and information clearly. I can determine and discuss the purpose for a piece of writing. I can write an informative/explanatory piece that groups related information together and includes illustrations when helpful. I can use linking words and phrases to connect ideas. I can write a conclusion. I can identify the main idea of a speech, and identify ideas not mentioned in a speech. I can identify unnecessary information in a paragraph. I can rearrange sentences to make my writing clearer. I can choose the most specific word to complete a simple sentence. Week Five: Unit 3.1: Inchworm s Tale; Martina the Beautiful Cockroach Essential Question: What makes different animals unique?
Reading Skills and Strategies- Visualize, Problem & Solution, Folktale, Synonyms Grammar and Writing Skills- Action Verbs, Opinion Letter: Sentence Fluency 3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed Unit/Weekly) 3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events. 3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (e.g., feeling blue versus the color blue). (Assessed Unit) 3.FL.SC.6 Demonstrate command of the conventions of standard English grammar including capitalization and punctuation, when writing. a. Explain the function of nouns, pronouns (Assessed Unit) 3.FL.SC.6.l Use commas and quotation marks in dialogue. 3.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. I can explain the central message, lesson, and/or moral using the key details from the story. I can describe traits, feelings, or motivations of characters and how they effect the sequence of a story. I can determine if a word or phrase is being used literally or figuratively in a text. I can use action words in my writing. I can use commas, quotation marks, and colons correctly. I can read with good fluency to help me comprehend the text. 3.FL.VA.7b.i Demonstrate understanding of word relationships and nuances in word meanings. i. Distinguish the literal and nonliteral meanings of words and phrases in context. 3.W.TTP.3.a Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences. a. Establish a situation by using a narrator, including characters, and organizing an event sequence that unfolds naturally. I can use context clues within the sentence to understand the meaning of a word or phrase. I can write a narrative, introduce characters and the events that start the story. Week Six: Unit 3.2: Jane s Discovery; Finding Lincoln Essential Question: How can one person change the way you think? Reading Skills and Strategies- Visualize, Character, Setting, Plot: Cause & Effect, Historical Fiction, Idioms Grammar and Writing Skills- Present-Tense Verbs, Opinion Letter: Organization I can read and write third grade words.
decoding isolated words and in connected text. a. Identify and define the meaning of the most common prefixes and derivational suffixes. 3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (Assessed Unit) 3.FL.SC.6.a Demonstrate command of the conventions of standard English grammar including capitalization and punctuation, when writing. a. Explain the function of nouns, pronouns I can identify and use prefixes and suffixes. I can explain how a character s actions affect the sequence of events in a story. I can use a text s illustrations to understand more about a story. I can identify present-tense verbs with singular and plural subjects. 3.FL.SC.6.f Ensure subject-verb and pronoun-antecedent agreement. I can ensure that subjects agree with verbs while writing and speaking. Week Seven: Unit 3.3: Earth and Its Neighbors; Earth Essential Question: What do we know about Earth and its neighbors in space? Reading Skills and Strategies- Summarize, Main Idea & Key Details, Expository Text, Suffixes Grammar and Writing Skills- Future-Tense Verbs, Opinion Letter: Organization decoding isolated words and in connected text. a. Identify and define the meaning of the most common prefixes and derivational suffixes. decoding isolated words and in connected text. b. Decode words with common Latin suffixes, such as ly, -less, and ful. 3.FL.SC.6.e Form and use simple verb tenses. (Assessed Unit) 3.FL.SC.6.f Ensure subject-verb and pronoun-antecedent agreement. 3.FL.VA.7.a.ii Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ii. Determine the meaning of the new word formed when a known affix is added I can read words with common prefixes and suffixes. I can use and define common affixes. (-y, -ly) I can form and use past-tense verbs. I can ensure that subjects agree with verbs while writing and speaking.
3.FL.VA.7.b.i Demonstrate understanding of word relationships and nuances in word meanings. i. Distinguish the literal and nonliteral meanings of words and phrases in context. I can tell the difference between literal (actual) and nonliteral (figurative) meanings of words and phrases in sentences. 3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Assessed Unit/Weekly) 3.RI.CS.5 Use text features to locate information relevant to a given topic efficiently. (Assessed Weekly) 3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. a. Introduce a topic. I can describe the main idea of a text and locate details in a text that support the main idea to summarize the text. I can use text features to help me understand information in a text. I can compare and contrast the important points in two pieces of text. I can write an informative/explanatory piece that groups related ideas together. Week Eight: Flex