Goddard Public Schools, USD 265
Goddard Public Schools, USD 265
Grade 3 ELA Pacing-Curriculum Guide 2013-2014
First Nine Weeks
CC Strand / Cluster / Standard / Essential Question(s) / Textbook Correlation: Lessons/Units / Length / Vocabulary Emphasized / Resources:Technology, websites, apps / T=Taught
A=Assess
1 / 2 / 3 / 4
Reading for Literature K-5 / Key Ideas and Details / 3.RL.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. / Can I retell a variety of stories?
Can I identify the main idea, theme, lesson, or moral in the passage?
Can I communicate these ideas, themes, lessons, or moral using detail from the passage? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Key Ideas and Details / 3.RL.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Can I use the information I read to ask questions about the passage?
Can I use the information I read to answer questions about the passage? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Key Ideas and Details / 3.RL.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. / Can I describe the character’s looks, feelings, and actions?
Can I explain how the character’s actions affect the rest of the story? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Craft and Structure / 3.RL.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. / Can I define a word or phrase based on how it is used in the passage?
Can I distinguish whether a word/phrase is literal or figurative? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Craft and Structure / 3.RL.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. / Can I identify chapters, scenes, and stanzas and refer to these when discussing a text?
Can I describe how each division of a story, poem, or drama builds on a relates to previous sections? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids
Reading for Literature K-5 / Integration of Knowledge and Ideas / 3.RL.7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). / Can I use the illustrations to better understand the story?
Can I use the illustrations to understand the mood of the story?
Can I use the illustrations to better understand the characters and setting of a story? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Range of Reading and Level of Text Complexity / 3.RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. / Can I independently read a variety of text at different level?
Can I comprehend a variety of text at different levels? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T / T / T / T
A
Reading for Informational Text K-5 / Key Ideas and Details / 3.RI.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Can I ask questions to show my understanding of a text?
Can I answer questions to show my understanding of a text?
Can I talk about the text to justify my answers? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Informational Text K-5 / Key Ideas and Details / 3.RI.2
Determine the main idea of a text; recount the key details and explain how they support the main idea. / Can I find the main idea of the text?
Can I retell the key details and explain how they support the main idea? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Informational Text K-5 / Craft and Structure / 3.RI.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. / Can I find the meaning of words based on how it is used in a text?
Can I use clues in the text to help define unfamiliar words? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Informational Text K-5 / Craft and Structure / 3.RI.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / Can I use text features to find information quickly?
Can I use online search tools to find information quickly? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Informational Text K-5 / Integration of Knowledge and Ideas / 3.RI.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). / Can I use information in illustrations and words in the texts to show understanding of the text? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Informational Text K-5 / Integration of Knowledge and Ideas / 3.RI.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / Can I describe the connection between sentences and paragraphs in a text? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Phonics and Word Recognition / 3.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words. / Can I determine what a word is based on its phonetic elements and word parts? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Phonics and Word Recognition / 3.RF.3a
Identify and know the meaning of the most common prefixes and derivational suffixes. / Can I use prefixes and suffixes to adapt word meaning? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Phonics and Word Recognition / 3.RF.3b
Decode words with common Latin suffixes. / Can I determine the meanings of words with Latin suffixes? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Phonics and Word Recognition / 3.RF.3c
Decode multi-syllable words. / Can I figure out words with more than one syllable? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Phonics and Word Recognition / 3.RF.3d
Read grade-appropriate irregularly spelled words. / Can I recognize and recall word wall/sight words for my grade level? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Fluency / 3.RF.4
Read with sufficient accuracy and fluency to support comprehension. / Can I read accurately with appropriate expression and fluency to gain meaning from what I am reading? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Fluency / 3.RF.4a
Read on-level text with purpose and understanding. / Can I use my background knowledge to support my understanding of text?
Can I generate questions before I read to enhance my understanding of text?
Can I recognize text types and determine the author’s purpose in order to increase my understanding of text? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Fluency / 3.RF.4b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. / Can I read smoothly with expression at an appropriate rate when given an opportunity to reread text? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Reading for Foundational Skills K-5 / Fluency / 3.RF.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Can I use context to understand word meaning in text?
Will rereading help me verify the accuracy of my word recognition skills? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids / T
A / T
A / T
A / T
A
Writing K-5 / Text Types and Purposes / 3.W.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. / Did I use time order words?
Did I write a narrative?
Was my writing clear?
Did I use paragraphing? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A
Writing K-5 / Text Types and Purposes / 3.W.3a
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. / Did I introduce my narrator?
Do I have characters and have I described them?
Have I explained or described how my story begins?
Have I put the events in order so that one thing leads to the next? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A
Writing K-5 / Text Types and Purposes / 3.W.3b
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. / Do I understand that dialogue is conversation in between individuals/characters?
Do I show how a character reacts? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A
Writing K-5 / Text Types and Purposes / 3.W.3c
Use temporal words and phrases to signal event order. / Did I use words like before, during, and after in my writing? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A
Writing K-5 / Text Types and Purposes / 3.W.3d
Provide a sense of closure. / Did I finish my story? Did I tie it back to the topic sentence? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A
Writing K-5 / Production and Distribution of Writing / 3.W.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) / Does my story make sense?
Does my story have a natural progression? / Daily 6 Trait
Write Traits
Language Arts Basal / T
A / T
A / T
A / T
A
Writing K-5 / Production and Distribution of Writing / 3.W.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) / Did I use prewriting strategies to brainstorm ideas?
Did I revise my writing?
Did I edit my writing?
Did I rewrite a final draft with my changes? / Daily 6 Trait
Write Traits
Language Arts Basal / T / T
A / T
A / T
A
Speaking and Listening K-5 / Comprehension and Collaboration / 3.SL.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. / Can I find the main idea and supporting details in text read aloud?
Can I find the main idea and details when information is presented in different ways? (visually, quantitatively, orally) / Graphic Organizers
Reading A-Z
Leveled Readers
DIBELS
Successmaker / T
A / T
A / T
A / T
A
Speaking and Listening K-5 / Presentation of Knowledge and Ideas / 3.SL.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 on pages 28 and 29 for specific expectations.) / Do I understand the topic well enough to give more detail or clarification?
Can I form and speak in complete sentences about a topic in order to answer questions, give details, or make myself clear? / Graphic Organizers
Reading A-Z
Leveled Readers
DIBELS
Successmaker / T
A / T
A / T
A / T
A
Goddard Public Schools, USD 265
Grade 3 ELA Pacing-Curriculum Guide 2013-2014
Second Nine Weeks
CC Strand / Cluster / Standard / Essential Question(s) / Textbook Correlation: Lessons/Units / Length / Vocabulary Emphasized / Resources:Technology, websites, apps / T=Taught
A=Assess
1 / 2 / 3 / 4
Reading for Informational Text K-5 / Integration of Knowledge and Ideas / 3.RI.9
Compare and contrast the most important points and key details presented in two texts on the same topic. / Can I find how two texts are the same?
Can I find how two texts are different? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids
Reading for Informational Text K-5 / Range of Reading and Level of Text Complexity / 3.RI.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. / Can I read and understand informational text at the 3rd grade level? / Basal Readers and workbooks, Leveled readers, Accelerated Reader, DIBELS, Reading A-Z, RAZ kids
Writing K-5 / Text Types and Purposes / 3.W.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. / Am I able to write informational text?
Am I able to write sequentially, clearly, and concisely? Am I able to stay on topic? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Text Types and Purposes / 3.W.2a
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. / Am I able to introduce a topic and stick to it?
Am I able to create illustration to explain my topic? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Text Types and Purposes / 3.W.2b
Develop the topic with facts, definitions, and details. / Can I select a topic and identify information to share about it? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Text Types and Purposes / 3.W.2c
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. / Did I use words like also, another, and, more or but? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Text Types and Purposes / 3.W.2d
Provide a concluding statement or section. / Did I include an ending statement that ties back to the topic statement? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Production and Distribution of Writing / 3.W.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) / Does my story make sense?
Does my story have a natural progression? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Research to Build and Present Knowledge / 3.W.7
Conduct short research projects that build knowledge about a topic. / Can I define research and explain how it is different from other types of writing?
Can I research a topic to answer questions and or gain information? / Daily 6 Trait
Write Traits
Language Arts Basal
Writing K-5 / Range of Writing / 3.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / Do I write for a short and long period of time?
Can I write for a variety of different reasons?
Does my writing match my audience? / Daily 6 Trait
Write Traits
Language Arts Basal
Speaking and Listening K-5 / Comprehension and Collaboration / 3.SL.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Do I understand what I heard?
Can I develop and answer questions from what I heard?
Can I elaborate and add details to what the speaker said? / Graphic Organizers
Reading A-Z
Leveled Readers
DIBELS
Successmaker / T / T
A
Speaking and Listening K-5 / Presentation of Knowledge and Ideas / 3.SL.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. / Can I read fluently and with expression on an audio recording?
Can I use the appropriate audio equipment to make a recording?
Can I determine and present the details that would need visual representation? / Graphic Organizers
Reading A-Z
Leveled Readers
DIBELS
Successmaker / T
A
Speaking and Listening K-5 / Presentation of Knowledge and Ideas / 3.SL.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. / Can I report on a topic or text, tell a story, or retell an experience with appropriate facts and relevant details?
Can I relate that orally in a format that others will understand? (speaking clearly, appropriate pace) / Graphic Organizers
Reading A-Z
Leveled Readers
DIBELS
Successmaker / T
A
Goddard Public Schools, USD 265
Grade 3 ELA Pacing-Curriculum Guide 2013-2014
Third Nine Weeks
CC Strand / Cluster / Standard / Essential Question(s) / Textbook Correlation: Lessons/Units / Length / Vocabulary Emphasized / Resources:Technology, websites, apps / T=Taught
A=Assess
1 / 2 / 3 / 4
Reading for Literature K-5 / Craft and Structure / 3.RL.6
Distinguish their own point of view from that of the narrator or those of the characters. / T
A / T
A / T
A / T
A
Reading for Literature K-5 / Integration of Knowledge and Ideas / 3.RL.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). / T
A / T
A
Reading for Informational Text K-5 / Key Ideas and Details / 3.RI.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.
Reading for Informational Text K-5 / Craft and Structure / 3.RI.6
Distinguish their own point of view from that of the author of a text. / T
A / T
A / T
A / T
A
Writing K-5 / Text Types and Purposes / 3.W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons. / T
A
Writing K-5 / Text Types and Purposes / 3.W.1a
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. / T
A
Writing K-5 / Text Types and Purposes / 3.W.1b
Provide reasons that support the opinion. / T
A
Writing K-5 / Text Types and Purposes / 3.W.1c
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. / T
A
Writing K-5 / Text Types and Purposes / 3.W.1d
Provide a concluding statement or section. / T
A
Writing K-5 / Research to Build and Present Knowledge / 3.W.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. / T
A
Goddard Public Schools, USD 265