Third Grade Scope and Sequence of ELA Supporting Standards (mastery) Reading Literature retell stories, including fables, folktales and myths from diverse culture (RL 2) describe character in the story (traits, motivations, feeling, appearance) (RL 3) as an element of fiction, identify characters (RL MA 8a) ask and answer questions to demonstrate understanding of a text (RL 1 and RI 1) dermine the central message, lesson or moral of a story, including fables, folktales and myths from diverse cultures (RL 2) refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza (RL 5) distinguish their point of view from that of a narrator, characters or author of a text (RL 6 and RI 6) explain how specific aspects of text s illustrations contribute to what is conveyed by the words in the story (RL 7) as an element of fiction, identify setting (RL MA 8a) when asking and answering questions to demonstrate understanding of a text, refer explicitly to the text as the basis for the answer (RL 1 and RI 1) when determining the central message, lesson or moral of a story, explain how it is conveyed through key details in the text (RL 2) as elements of fiction, identify problem and solution of a story ( RL MA 8a) as an element of fiction, identify plot of a story (RL MA 8a) identify elements of poetry such as rhyme, rhythm, figurative language, alliteration and onomatopoeia (RL MA 8a) explain how characters actions contribute to the sequence of events (RL 3) meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (RL 4) when writing or speaking about a text, describe how each successive part builds on earlier sections (chapters, scenes or stanzas) (RL 5) compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (RL 9) by the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2 3 text complexity band independently and proficiently (RL 10)
Reading Informational Text meaning of academic and domain specific words and phrases in a text relevant to grade 3 topic or subject area (RI 4) ask and answer questions to demonstrate understanding of a text (RL 1 and RI 1) distinguish their point of view from that of a narrator, characters of author of a text (RL 6 and RI 6) use text features and search tools to locate information relevant to a given topic (RI 5) when asking and answering questions to demonstrate understanding of a text, refer explicitly to the text as the basis for the answer (RL 1 and RI 1) main idea of a text and retell key details (RI 2) use information gained from words in a text to demonstrate understanding of the text (RI 7) use information gained from illustrations in a text to demonstrate understanding of the text (RI 7) explain how key details support the main idea of a text (RI 2) compare and contrast the most important points and key details presented in two texts on the same topic (RI 9) 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) describe the logical connection between particular sentences and paragraphs in a text (RI 8) 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 (RL 10)
Reading Foundational Skills decode multisyllable words (RF 3c) recognize open and closed syllable types (RF 3c) read grade appropriate irregularly spelled words (RF 3 identify and understand the meaning of common prefixes and suffixes (RF 3a) recognize magic e syllable type (RF 3c) use context to confirm or self correct word recognition and understanding, rereading as necessary (RF 4c) recognize vowel teams syllable type (RF 3c) recognize bossy r syllable type (RF 3c) recognize diphthong syllable type (RF 3c) improve rate, accuracy and expression with successive readings of text (RF 4) recognize consonant le syllable type (RF 3)
Writing Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 introduce the topic and state an opinion within an opinion piece (W 1a) provide a concluding statement within an opinion piece (W 1d) introduce a topic within an informative/explanatory piece (W 2a) include illustrations when useful within an informative/explanatory piece (W 2a) provide a concluding statement within an informative/explanatory piece (W 2d) establish a situation and introduce a narrator and/or characters within a narrative piece (W 3a) use time order words and phrases to signal event order within a narrative (W 3c) organize an event in sequence within a narrative piece (W 3a) use figurative language and the sounds of words in all types of writing, including poetry (W MA 3a) organize related information into paragraphs within an informative/explanato ry piece (W 2a) gathering information from print and digital sources, take brief notes on sources (W 8) provide reasons that support the opinion within an opinion piece (W 1b) connect opinions and reasons using linking words and phrases such as because, therefore, since and for example within an opinion piece (W 1c) connect ideas using linking words and phrases within paragraphs and to transition between paragraphs within an informative/explanatory piece (W 2b) use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters within situations within a narrative piece (W 3b) provide a sense of closure summarize a narrative piece (W 3d) conduct short research projects that build knowledge about a topic (W 7) write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences (W 10) with guidance and support from adults, produce writing in which the development and organization are appropriate to the task and purpose (W 4 and 5) with guidance and support from adults, use technology to produce and publish writing (use keyboarding skills) as well as to interact and collaborate with others (W 6)
Speaking and Listening come to discussions prepared, having read or studied required material (SL 1a) follow agreed upon rules for discussion (SL 1b) stay on topic when engaging in conversations (SL 1c) speak clearly when presenting information orally (SL 4) speak in complete sentences when appropriate to task and situation (SL 6) build on others comments when engaging in discussion (SL 1c) main idea and supporting details of a text read aloud or a presentation (SL 2) ask clarifying questions when engaging in discussions (SL 1c) present information orally, speaking clearly at an understandable pace with expression (SL 4) ask and answer questions about information from a speaker, offering appropriate elaboration and detail (SL 3) in light of the discussion, explain own ideas and understanding (SL 1d) create engaging audio recordings of stories or poems that demonstrate fluent reading (SL 5)
Language explain the function of nouns (L 1a) produce simple sentences (L 1i) capitalize appropriate words in titles (L 2a) explain the function of verbs (L 1a) produce compound sentences (L 1i) use commas in addresses (L 2b) meaning of unknown or multiple meaning words through the use of context clues (L 4a) explain the function of adjectives (L 1a) form and use regular and irregular plural nouns (L 1b) consult reference materials, including dictionaries, to check and correct spelling (L 2g) recognize and observe differences between conventions of spelling (L 3b) meaning of unknown or multiple meaning words through the use of glossaries/ dictionaries (L 4d) explain the function of adverbs (L 1a) form and use possessives (L 2d) use conventional spelling for high frequency and other studied words and for adding suffixes to base words (L 2e) Acquire and use accurately grade appropriate conversational, general, academic and domain specific words and phrases, including those that signal spatial and temporal relationships (L 6) explain the function of pronouns (L 1a) form an use regular and irregular verbs (L 1d) ensure subject verb agreement (L 1f) form and use comparative and superlative adjectives and adverbs and choose between them depending on what is being modified (L 1g) use commas and quotation marks in dialogue (L 2c) meaning of unknown or multiple meaning words through the use of roots and affixes (L 4b and 4c) form and use the simple verb tenses (past, present, future) (L 1e) ensure pronoun antecedent agreement (L 1f) produce complex sentences (L 1i) use coordinating and subordinating conjunctions (L 1h) use spelling patterns and generalizations when writing words (L 2f) distinguish the literal and nonliteral meanings of words and phrases in context (L 5a) distinguish shades of meaning among related words that describe states of mind or degrees of certainty (L 5c)