Pittsburg Unified School District
Third Grade Teaching Guide for English Language Arts Core Curriculum-Treasures
2014-2015
Reading Strategies
Embedded Standards RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Ask and Answer Questions I ask questions to set a purpose for reading or because
I want to learn more
about what I am reading. Then, I check to see if my
questions have been
answered.
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
Monitor and Clarify I check my own understanding as I read. When I don’t
understand and need
to clarify I can: decode a word I don’t know, use clues to
understand the
context, or reread.
RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Make Connections Sometimes what I read reminds me of something in my own
life or something I have
RI3.8 Describe the logical connection between particular sentences and paragraphs in a text. (?)
read before. Previously taught in lower grades. Continue embedding.
Making Predictions I try to figure out what happens next based on what I
already know; then
confirm as I read more. Previously taught in lower grades. Continue embedding.
Visualize I picture in my head the characters, setting, sequence or
a process from the
selection.
Summarize I briefly put the important ideas or main events I read into
my own words. If I am
not able to do this, then I know to go back and reread the
parts I didn’t
understand or remember.
RL3.2 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. RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Reading Phonics Progression Grade
Consonants
Kinder First
consonants
Second
Vowel Patterns
Digraphs
Dipthongs
updated 3/17/14
R Controlled
Initial, Final, Inconsistent Three Letter but Common Spellings (2.3.e) Blends
CVC—short vowel
NA
NA
NA
NA
a, ai_, _ay, a_e e, e_e, ea, ee, _y, i, y, igh, i-e o, oa, ow, o_e u, u_e
sh th ch tch wh
ou (through) ow, ou (cow, cloud) oi (coin) oy (boy) oo (book) oo (pool) au (caught) aw (straw)
ar er ir or ur
_ui_ (juice)
oar (roar) ore (sore) air (chair) are (spare) ear (tear)
l, r and s blends: NA fl, sl, pl, gl, cl, bl, gr, sp, st, br, sw, sm, dr, cr, tr, sn final:-nd, -st, nk, -nt, -ng, -sk, -ft, -mp 3 letter: scr, str, spr, spl kn ch /k/ ph gh gn dge ge gi le wr ce ci ed /t/
ea (great) ei (eight) _ie_ (field) _ey (key) ie (pie) _oe (toe) _ew (few, pew) _ue (blue, glue)
NA
Spelling Progression Kinder 1st grade 2nd grade
3rd grade
4th grade 5th grade
Spell phonetically, CVC Kinder HF words, short vowel, initial, final and three letter blends 1st grade HF words, long vowel, dipthongs, r controlled, inconsistent but common spellings, inflectional endings 2nd grade HF words, long vowel, adding suffixes, prefixes, syllable patterns, complex word families (ex.-ought), contractions, compounds 3rd grade HF words, previous patterns (k-3), content specific 4th grade HF words, previous patterns (k-4), content specific
Grade First Grade
Second Grade
Prefix
Suffix
re-
(again)
-er/-est
(comparative)
un-
(not)
-ed
(past tense)
pre- (before)
-ing
(present tense)
over- (too much)
-less
(without)
in-
(not)
-ly
(forms adverb)
dis-
(not)
-ful
(full of)
im-
(not)
-ness
(state or quality of)
-ment
(forms noun from verb)
-tion
(state or quality of) (full of )
mis- (bad)
Third Grade
bi-
(two)
-ous
tri-
(three)
-able/-ible (is able)
non- (not)
-ity/-ty (state /quality)
sub- (under, below)
-ish
(quality of)
-ward
(direction)
Grade 3 – Speaking and Listening Standards (SL) Comprehension and Collaboration: SL3.1 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 (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). 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. SL3.2 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.
SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: SL3.4 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. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA SL3.5 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. SL3.6 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 for specific expectations.)
Writing Pacing and Assessment 2014-2015 Unit SS
Date
# of Weeks
Genre Review Writing Process
Smart Start August 25-September 5
2
1
September 8-October 17
6
Opinion (formative)
2
October 20-December 5
6
Opinion (summative)*
3
January 5- February 12
6
Informative/Explanatory (formative)
4
February 17-March 27
6
Informative/Explanatory (summative)*
5
March 30-May 1
4
Narrative (formative)
6
May 4-June 3
4.5
Narrative (summative)*
Yellow Folder: Review staying on topic.
*Assessments will be provided.
Prewrite Model thinking map being used.
Draft
The Writing Process Grade Three Revise
Model how to verbalize and compose.
Edit
Publish
Model revising using your draft or a student’s draft.
Model editing using your draft or a student’s draft.
Students meet with the teacher to review their revised/edited drafts.
Teach one item to revise for. Model how to revise for this in your draft.
Teach one item to edit for. Model how to edit for this in your draft.
Teacher guides the students toward making final corrections and then rewriting their paper in a presentable fashion.
Students write what they are revising for at the top of their paper or attach a checklist.
Students write what they are editing for at the top of their paper or attach a checklist.
Include Mentor Text 1.
2.
Brainstorm:
1. Students verbalize using: • partners • give one/get one • cubes/colored strips
Organize Narrative-Flee
OR
2. Students draft using their thinking map from the day before. **Remember: assign language standards to include for students to revise/edit later
Expository-Tree write x’s on every other line to remind students to skip lines.
Ideas for Teaching Revision: • Super/Expand-0- Sentences • Cut apart student writing for groups to revise • Verbalize • Living Charts During subsequent weeks, develop a checklist with students to review the previous lesson and add a new thing to revise for. Students use this checklist to revise their draft.
Students create their own thinking map to plan their writing Approx: 30-40 min 1-2 days
Approx: 30-40 min 1-2 days
Approx: 30-40 min 1-2 days
Ideas for Teaching Editing: • Circle target skill: i.e. every capital/period • Cut apart student writing for groups to edit • my..my dog…my dog is… • Living Charts During subsequent weeks, develop a checklist with students to review the previous lesson and add a new thing to edit for. Students use this checklist to edit their draft. Approx: 30-40 min 1-2 days
These can be collected in a portfolio or displayed with relevant art. Note: Students can also collect drafts and choose a piece to publish. Approx: 30-40 min 1-2 days
Narrative Writing Checklist
Third Grade Narrative Revising Topics: ____Introduce a: ___situation, ___narrator, and/or characters ____Have a sequence of events ____Dialogue/Description to develop: ___experiences ___what a character thinks/feels ___how they respond to an event ____Have a concluding sentence _________Use time and order words _________ Details to improve the meaning and focus ____add words, phrases, or sentences ____delete/omit words or sentences ____word choice ____word order
Third Grade Narrative Editing Topics: _________Capitalization ____Titles ____Beginning of a Sentence ____Proper nouns (names of people, places, things) _________Punctuation ____Correct end mark at the end of a sentence ____Commas in dates, locations, and addresses ____Commas in a series ____Comma and quotation marks ___dialogue _________Making Sense ____Complete/Incomplete Sentences ____Subject/Verb agreement ____Correct use of verb tense _________Spelling
Expository Writing Checklist Third Grade Expository Revising Topics:
Third Grade Expository Editing Topics:
____Introduce the topic
_________Capitalization
____Support the topic with: ___facts/details
____Titles ____Beginning of a Sentence ____Proper nouns (names of people, places, things)
____Use linking words and phrases ____Have a concluding sentence _________ Details to improve the meaning and focus ____add words, phrases, or sentences ____delete/omit words or sentences ____word choice ____word order
_________Punctuation ____Correct end mark at the end of a sentence ____Commas in dates, locations, and addresses ____Commas in a series _________Making Sense ____Complete/Incomplete Sentences ____Subject/Verb agreement ____Correct use of verb tense _________Spelling
Pacing Guide Grade 3 2014-2015
Name______________________________________________
Date___________________________________________________
Grade 3 Narrative Opening Sentence Character/Setting
___________________________
__________________________
__________________________
________________________
___________________________
__________________________
__________________________
________________________
___________________________
__________________________
__________________________
________________________
___________________________
__________________________
__________________________
________________________
Pacing Guide Key: Bold=New,
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Pacing Guide Grade 3 2014-2015
Name_______________________________________________________________________________Date_________________________
Grade 3 Expository Writing Topic:
Details:
Details:
Details:
Closing:___________________________________________________ Pacing Guide Key: Bold=New,
13
Pacing Guide Grade 3 2014-2015
Reading Literature: Grade 3 Name__________________________________________________________________________Date_____________________________________________________________ Title
Author______________________________________________________________________
Characters (RL3.1, RL3.3, RL3.6, RL3.7) Who are they?
What do they want or think?
How does the character’s action contribute to the sequence of events?
A.
B.
How is your point of view and the narrator or character’s alike? How are they different?
A
Pacing Guide Key: Bold=New,
B
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Pacing Guide Grade 3 2014-2015
Plot (What happened? RL3.1, RL3.5, RL3.7) Beginning
Middle
What was the problem?
End How was it solved?
Setting: Where did the story take place? (RL3.1) _____________________________________________________________________________________________________________________________________________________
What does the author most want us to learn (central message, lesson, or moral)? (RL3.2) _____________________________________________________________________________________________________________________________________________________
Explain how you know. Cite key details. _____________________________________________________________________________________________________________________ Pacing Guide Key: Bold=New,
15
Pacing Guide Grade 3 2014-2015
Reading Information Text: Grade 3 Name__________________________________________________________________________Date___________________________________________________________ Title
Author____________________________________________________________________
What additional information did you find by checking the: captions, illustrations, diagrams, headings etc.?
How does the author support the topic?
Main Topic:_________________________________________________ (RI3.1, RI3.2, RI3.5, RI3.7, RI3.8)
Pacing Guide Key: Bold=New,
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Pacing Guide Grade 3 2014-2015
What was the author’s point of view? (RI3.1, RI3.6)
How does your point of view compare or contrast with the author’s? ____________________________________________________________________________________________________________________________________________________
What are four key events, ideas, or steps descripted in this section?
________________________
(RI3.1, RI3.3)
________________________
_______________________
________________________
How are they connected? Draw arrows to show how they are connected. What words could you use to label each box to describe the connection (first, next, then, because, so, therefore)?
Personal Glossary (RI3.4, RI3.5) Word
Meaning
Pacing Guide Key: Bold=New,
17
Pacing Guide Grade 3 2014-2015
August 25-September 5 (9)
Foundational Skills
Pacing Guide Key: Bold=New,
Smart Start-Select and Review Key Second Grade
Reading Literature
Reading Information
18
Pacing Guide Grade 3 2014-2015
Writing
Pacing Guide Key: Bold=New,
Language
Resources
19
Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 1 September 8-October 17 Writing Genre: Opinion (Formative) Foundational Skills
Reading Literature
Reading Information
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Key Ideas and Details
3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Pacing Guide Key: Bold=New,
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
20
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
21
Pacing Guide Grade 3 2014-2015
September 8-12 (5)
Unit 1 Week 1
Writing Genre: Opinion (formative) Foundational Skills
Reading Literature
9/Phonics and Word Recognition:
Key Ideas and Details
3. Know and apply grade level phonics and word analysis skills in
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
decoding words both in isolation and in text. c. Decode multi-syllable words.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
d. Read grade appropriate irregularly spelled words.
Fluency #1 Due in Illuminate 9/26
Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade level text with purpose and understanding. b. Read grade 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.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently. Pacing Guide Key: Bold=New,
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
22
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 2. Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words
Resources Anthology: First Day Jitters-F
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. Pacing Guide Key: Bold=New,
23
Pacing Guide Grade 3 2014-2015
Assess Dates
September 15-19 (5) Writing Genre: Opinion Foundational Skills Phonics and Word Recognition: 3. Know and apply grade level phonics and word analysis skills in decoding words both in isolation and in text. c. Decode multi-syllable words.
Unit 1 Week 2
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Fluency
Fluency #1 Due in Illuminate 9/26
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
d. Read grade appropriate irregularly spelled words. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade level text with purpose and understanding. b. Read grade 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.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
24
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Resources Anthology: Amazing Grace-F
b. Form and use regular and irregular plural nouns. c. Use abstract nouns. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 2. Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
25
Pacing Guide Grade 3 2014-2015
Assess Dates
September 22-26 (5) Writing Genre: Opinion Foundational Skills Phonics and Word Recognition: 3. Know and apply grade level phonics and word analysis skills in decoding words both in isolation and in text.
a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin Suffixes.
Fluency #1 Due: Illuminate 9/26
c. Decode multi-syllable words.
Unit 1 Week 3 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
26
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 2. Demonstrate command of the conventions of standard English Capitalization, punctuation, and spelling when writing.
a. b. c. d.
Resources Anthology: “Earth Smart”-NF
Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue. Form and use possessives.
e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
27
Pacing Guide Grade 3 2014-2015
September 29-October 3 (5)
Unit 1 Week 4
Progress Reports 10/1 - 10/3 EL Progress Profiles-Parent Sign 10/3
Assess Dates
Writing Genre: Opinion Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
28
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns.
Resources Anthology: Wolf-F
d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
29
Pacing Guide Grade 3 2014-2015
October 6-10 (5)
Unit 1 Week 5
Assess Dates
Writing Genre: Opinion Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3. Describe characters in a story and explain how their actions contribute to the sequence of events. Integration of Knowledge and Ideas 5. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
30
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses.
Resources Anthology: My Very Own Room-F
f. Ensure subject verb and pronoun antecedent agreement. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
31
Pacing Guide Grade 3 2014-2015
Opinion W5riting (Formative) 10/13 – 10/17
October 14-17 (4) Writing Genre: Opinion
Unit 1 Week 6: Review and Assess
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
32
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language
Resources
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
33
Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 2 October 20-December 5 Writing Genre: Opinion (Summative) Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
Pacing Guide Key: Bold=New,
35
Pacing Guide Grade 3 2014-2015
Benchmark #1 – 10/20-10/31
Assess Dates
October 20-24 (5) Writing Genre: Opinion
Unit 2 Week 1 Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
36
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement.
Resources Anthology: Boom Town-F
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
37
Pacing Guide Grade 3 2014-2015
Benchmark #1 – 10/20-10/31
Assess Dates
October 27-31 (5) Writing Genre: Opinion Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Unit 2 Week 2 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
38
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Resources Anthology: Home-Grown Butterflies -NF
h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
39
Pacing Guide Grade 3 2014-2015
Assess Dates
November 3-7 (5) Writing Genre: Opinion
Unit 2 Week 3
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.
Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
40
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Resources Anthology: Coating to California-NF
Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root.
41
Pacing Guide Grade 3 2014-2015
Benchmark #1 Due: Illuminate 11/14 END OF TRIMESTER 1 – 11/14
Assess Dates
November 10, 12-14 (4) Writing Genre: Opinion
Unit 2
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations).
Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
42
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Here’s My Dollar-NF
d. Use glossaries or dictionaries to clarify meaning in all content areas.
43
Pacing Guide Grade 3 2014-2015
November 17-21 (5) Writing Genre: Opinion
Unit 2 Week 5
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations).
5. Use text features and search tools to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
44
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence.
Resources Anthology: A Castle on Viola Street-F
k. Use reciprocal pronouns correctly.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
45
Pacing Guide Grade 3 2014-2015
Opinion Writing (Summative) 12/1 – 12/5
Assess Dates
December 1-5 (5) Writing Genre: Opinion
Unit 2 Week 6: Review and Assess
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
46
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Language
Resources
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence.
k. Use reciprocal pronouns correctly.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
47
Pacing Guide Grade 3 2014-2015
December 8-19 (10)
Standards Review Weeks
Foundational Skills
Reading Literature
Reading Information
Opinion Writing Due: Illuminate 12/12
Assess Dates
Review or frontload next writing genre Informative/Explanatory.
Pacing Guide Key: Bold=New,
48
Pacing Guide Grade 3 2014-2015
Writing
Pacing Guide Key: Bold=New,
Language
Resources
49
Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 3 January 5 - February 12 Writing Genre: Informative Explanatory (Formative) Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
50
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline
1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 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 conventions of spoken and written standard English. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array of strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
51
Pacing Guide Grade 3 2014-2015
Fluency #2 Due in Illuminate 1/23 ADEPT Testing Window 1/5 – 1/30
Assess Dates
January 5-9 (5) Writing Genre: Informative/Explanatory
Unit 3 Week 1
Foundational Skills
Reading Literature
WindowPhonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently.
6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
52
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section.
2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words.
Resources Anthology: Author: A True Story-NF
g. Consult reference materials, including beginning dictionaries as needed to check and correct spelling.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
53
Pacing Guide Grade 3 2014-2015
Fluency #2 Due in Illuminate 1/23 ADEPT Testing Window 1/5 – 1/30
January 12-16 (5) Writing Genre: Informative/Explanatory
Unit 3 Week 2
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 46 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
54
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Consult reference materials, including beginning dictionaries as needed to check and correct spelling. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
Resources Anthology: Dear Juno-F
55
Pacing Guide Grade 3 2014-2015
Date
ADEPT Testing Window 1/5 – 1/30 Progress Reports 1/20-1/23 Fluency #2 Due in Illuminate 1/23
Assess
January 20-23 (4) Writing Genre: Informative/Explanatory
Unit 3 Week 3
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
56
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a
Resources Anthology: “Message Mania”-NF
5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty.
range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
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Pacing Guide Grade 3 2014-2015
January 26-29 (4) Writing Genre: Informative/Explanatory
ADEPT Testing Window 1/5 – 1/30
Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Unit 3 Week 4 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. Integration of Knowledge and Ideas
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing (W)
Language (L)
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a
6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: What Do Illustrators Do?-NF
59
Pacing Guide Grade 3 2014-2015
Dates
ADEPT Due: Illuminate 2/6
Assess
February 2-6 (5) Writing Genre: Informative/Explanatory
Unit 3 Week 5
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how
their actions contribute to the sequence of events. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
Conventions 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Knowledge of Language 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 conventions of spoken and written standard English.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: The Jones Family Express-F
Vocabulary 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array or strategies in all content areas. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
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Pacing Guide Grade 3 2014-2015
Informative / Explanatory Writing (Formative) - 2/8-2/12 EL Progress Profiles – Data Upload 2/9
Assess Dates
February 9-12 (4) Writing Genre: Informative/Explanatory
Review and Assess
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Unit 3 Week 6 Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
62
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language
Resources
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
63
Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 4 February 17 - March 27 Writing Genre: Informative Explanatory (Summative) Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
64
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. Begins in grade 4. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Language 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. Demonstrate command of the conventions of standard English capitalizations, 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 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 conventions of spoken and written standard English. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array of strategies in all content areas.
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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Pacing Guide Key: Bold=New,
65
Pacing Guide Grade 3 2014-2015
Benchmark #2 – 2/17-2/27
Assess Dates
February 17-20 (4) Writing Genre: Informative/Explanatory
Unit 4 Week 1
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
66
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Seven Spools of Thread-F
67
Pacing Guide Grade 3 2014-2015
Benchmark #2 – 2/17-2/27
Assess Dates
February 23-27 (5) Writing Genre: Informative/Explanatory
Unit 4 Week 2
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Nacho and Lolita-F
69
Pacing Guide Grade 3 2014-2015
END OF TRIMESTER 2 - 3/6
Assess Dates
March 2-6 (5) Writing Genre: Informative/Explanatory
Unit 4 Week 3
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language . 1. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
Resources Anthology: “A Solution to Pollution-NF
general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
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Pacing Guide Grade 3 2014-2015
Benchmark #2 Due: Illuminate 3/13
Assess Dates
March 9-13 (5) Writing Genre: Informative/Explanatory
Unit 4 Week 4
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language . 1. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
Resources Anthology: Ramona and Her Father-F
general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
73
Pacing Guide Grade 3 2014-2015
Assess Dates
March 16-20 (5) Writing Genre: Informative/Explanatory
Unit 4 Week 5
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Out of This World! -NF
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Pacing Guide Grade 3 2014-2015
Unit 4 Week 6: Review and Assess
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Informative
/ Explanatory Writing (Summative) – 3/23-3/27
Assess Dates
March 23-27 (5) Writing Genre: Informative/Explanatory
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources
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Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 5 March 30 – May 15 Writing Genre: Narrative (Formative) Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section.
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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. Begins in grade 4. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. Demonstrate command of the conventions of standard English capitalizations, 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 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 conventions of spoken and written standard English. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array of strategies in all content areas.
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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
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Pacing Guide Grade 3 2014-2015
Informative / Explanatory Writing Due: Illuminate 4/10
Assess Dates
March 30- April 1 (3) Writing Genre: Narrative
Unit 5 Week 1
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section.
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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
Anthology: Penguin Chick-NF
81
Pacing Guide Grade 3 2014-2015
Assess Dates
April 13-17 (5) Writing Genre: Narrative
Unit 5 Week 2
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Animal Homes-NF
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Pacing Guide Grade 3 2014-2015
Assess Dates
April 20-24 (5) Writing Genre: Narrative Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Unit 5 Week 3 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 46 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
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Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: “Call of the Wild”-NF
85
Pacing Guide Grade 3 2014-2015
Date
Narrative Writing (Formative) – 4/27 – 5/1 Progress Reports - 4/27 – 5/1
Assess
April 27-May 1 (5) Writing Genre: Narrative
Unit 5 Week 4
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
86
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Wilbur’s Boast-F
87
Pacing Guide Grade 3 2014-2015
Assess Dates
May 4-8 (5) Writing Genre: Narrative
Unit 5 Week 5
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
88
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Unique Animals-NF
89
Pacing Guide Grade 3 2014-2015
May 11-15 (5)
Unit 5 Week 6: Review and Assess
Writing Genre: Narrative Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
90
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources
91
Pacing Guide Grade 3 2014-2015
Standards at a Glance Unit 6 May 18 – June 9 Writing Genre: Narrative Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
92
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. Begins in grade 4. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language 1. Demonstrate command of the conventions of standard English Grammar and usage when writing and 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. Demonstrate command of the conventions of standard English capitalizations, 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. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 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 conventions of spoken and written standard English. 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content choosing flexibly from an array of strategies in all content areas.
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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
93
Pacing Guide Grade 3 2014-2015
ADEPT Testing Window - 5/18 -6/6 Benchmark #3 5/18 – 5/29
May 18-22 (5) Writing Genre: Narrative
Unit 6 Week 1
Foundational Skills
Reading Literature
Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Pacing Guide Key: Bold=New,
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 46 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
94
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: Stone Soup-F
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Pacing Guide Grade 3 2014-2015
ADEPT Testing Window - 5/18 -6/6 Benchmark #3 5/18 – 5/29 Narrative Writing (Summative) - 5/26 – 6/3
Assess Dates
May 26-29 (4) Writing Genre: Narrative Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Unit 6 Week 2 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area (see grade level Language standards 46 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
96
Pacing Guide Grade 3 2014-2015
Writing Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Language . 1. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
Resources Anthology: The Strongest One-F
general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
97
Pacing Guide Grade 3 2014-2015
Assess
Fluency #3 Due in Illuminate 6/5 - ADEPT Due: Illuminate 6/8 Benchmark #3 Due: Illuminate 6/8 Narrative Writing Due: Illuminate 6/9
Dates
June 1-5 (5) Writing Genre: Narrative Foundational Skills Phonics and Word Recognition: 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 multi-syllable words. d. Read grade appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension a. Read grade level text with purpose and understanding. b. Read grade 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.
Pacing Guide Key: Bold=New,
Unit 6 Week 3 Reading Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade level Language Standards 4-6 for additional expectations.) 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. 8. NA 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Range of Reading and Text Complexity 10. By the end of the year read and comprehend literature, including stories, dramas, and poetry at the high end of grades 2-3 text complexity band independently and proficiently.
Reading Information Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure 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 (see grade level Language standards 4-6 for additional expectations). 5. Use text features and search tools to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. 8. Describe the logical connection between particular sentences and paragraphs in a text. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Text Complexity 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 grades 2-3 text complexity band independently and proficiently.
98
Pacing Guide Grade 3 2014-2015
Writing
Language
Text Types and Purposes 1. Write opinion pieces on topics or texts supporting a point of view with reasons. a. Introduce the topic, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases to connect opinion and reasons. d. Provide a concluding statement or section. 2. Write informative explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases to connect ideas within categories of information. d. Provide a concluding statement or section. 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 Production and Distribution 4. With guidance and support produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge of a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1. 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 plural nouns. c. Use abstract nouns. d. Form and use regular and irregular verbs. e. Form and use the simple verb tenses. f. Ensure subject verb and pronoun antecedent agreement. 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. j. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word or words in a sentence. k. Use reciprocal pronouns correctly. 2. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high frequency / other studied words and for adding suffixes to bases. f. Use spelling patterns and generalizations in writing words. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3. a. Choose words and phrases for effect. b. Recognize and observe differences between conventions of spoken and written standard English. 4. 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 a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root. d. Use glossaries or dictionaries to clarify meaning in all content areas. 5. a. Distinguish literal and non-literal meanings of words/phrases in context. b. Identify real life connections between words and their use. c. Distinguish shades of meaning among related words that describe states of mind/degrees of certainty. 6. Acquire and use accurately grade appropriate conversational, general academic and domain specific words and phrases, including those that signal spatial and temporal relationships.
9. Begins in grade 4 Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences.
Pacing Guide Key: Bold=New,
Resources Anthology: “Tales of the Trickster”-NF
99
Pacing Guide Grade 3 2014-2015
2014-2015 TESTING, ASSESSMENT AND REPORTING CALENDAR ELEMENTARY Content EL
EL
Date/s 21
18
JULY CELDT Testing Begins
AUGUST Primary Language initials begin
SEPTEMBER CELDT initials testing ends Fluency #1 Due: Illuminate
EL ELA
19 26
ELA
26
ALL
1-3
EL
3
ELA ELA/Math EL
13-17 20-31 27-31 31
EL ELA/Math ALL ELA/Math
7 3-14 14 14
HFW/Sight Words-Baseline OCTOBER Progress Reports EL Progress Profiles-Parent Sign Opinion Writing (Formative) Benchmark #1 CONFERENCE WEEK CELDT annuals testing ends NOVEMBER Primary Language Testing ends Kinder Assessment Window END OF TRIMESTER 1 Benchmark #1 Due: Illuminate
ELA ELA/Math
1-5 5 8-12
DECEMBER Opinion Writing (Summative) Kinder Assessments Due CONFERENCE WEEK
ELA
12
Opinion Writing Due: Illuminate
ELA
19
HFW/Sight Words
Grade K-5
Content EL All ELA/Math ELA ELA
Date/s 5-30 20-23 TBD 23 26
K-5
EL ELA/Math ELA
6 2-12 8-12
EL ELA/Math ELA
9 17-27 28
1
All ELA ELA/Math ELA
6 6 13 23-27
K-5
PE
TBD
K-5
ELA
10
K-5 1-5
ELA ELA/Math All All
K-5 2-5
JANUARY ADEPT Testing Progress Reports SBAC Summative Test Fluency #2 Due in Illuminate DIBELS FEBRUARY ADEPT Due: Illuminate Kinder Assessment Window Info./Explan. Writing (Formative) EL Progress Profiles-Data Upload Benchmark #2 HFW/Sight Words MARCH END OF TRIMESTER 2 Kinder Assessments Due Benchmark #2 Due: Illuminate Info./Explan Writing (Summative) APRIL Physical Fitness Test
Grade 1-5 K-5 TBD 1-5 TK/K
1-5 K K-5 K-5 1-5 1
K K-5 5
Info./Explan Writing Due: Illum.
K-5
27-1 TBD 27-1 TBD
Narrative Writing (Formative) CAASPP Testing Progress Reports CST/CAPA/CMA begins MAY
K-5 3-5 K-5 2-5
EL ELA/Math ELA ELA/Math ELA
18-5 4-15 18 18-29 26-3
K-5 K
ELA ELA EL
1 5 8
K-5
EL ELA/Math ELA/Math ELA ALL
8 8 8 9 9
ADEPT Testing Kinder Assessment Window DIBELS Benchmark #3 Narrative Writing (Summative) JUNE HFW/Sight Words Fluency #3 Due in Illuminate ADEPT Due: Illuminate EL Progress Profiles-Data Upload Benchmark #3 Due: Illuminate Kinder Assessments Due Narrative Writing Due: Illuminate LAST DAY OF SCHOOL
K-5
K-5 K 1-5
1
K-4 K TK/K 1-5 K-5 1 1-5 K-4 K-5 1-5 K K-5
Rev. 6-25-14
Pacing Guide Key: Bold=New,
100
