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Third grade ELA pacing guide

Biloxi Public Schools 3rd Grade ELA Pacing Guide 2015-2016

 

Term 1: Becoming a Close Reader and Writing to Learn: Literature

 

Reading Standards for Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determining the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations or feelings) and explain how the actions contribute to the sequence of events.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9 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).
Reading Standards for Informational Text (Can be taught through Science/Social Studies)
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.
RI.3.6 Distinguish their own point of view from that of the author of a text.
Reading Foundational Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding.
  3c Decode multisyllable words
  3d Read grade-appropriate irregularly spelled words
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
  4a Read on-level text with purpose and understanding.
  4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  4 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing Standards
Writing Standards
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
2b Develop the topic with facts, definitions, and details.
2c Use linking words and phrases (e.g., also, another, and more, but) to connect ideas within categories of information.
2d Provide a concluding statement or section.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3 above)
W.3.8 Recall information from experiences or gather information from print and digital sources and sort evidence into provided categories.
Speaking and Listening Standards
Speaking and Listening Standards
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
1a 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.
1b 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.)
1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Language Standards
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1a Explain the function of nouns, pronouns, verbs, adjectives, adverbs in general and their functions in particular sentence.
  1c Use abstract nouns (e.g., childhood)
  1h Use coordinating conjunctions.
  1i Produce simple and compound sentences
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  2a Capitalize appropriate words in titles.
  2b Use commas in addresses.
  2f Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words.
  2g Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  3a Choose words and phrases for effect.
  3b Recognize and observe differences between the conventions of spoken and written standard English.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  4a Use sentence-level context as a clue to the meaning of a word or phrase.
  4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5 Demonstrate understanding of word relationships and nuances in word meaning.
  5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful)
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships. (e.g., After dinner that night we went looking for them).

 

 

 

Term 1 Performance Task

Students will create an informational report about a given topic .Students will use a graphic organizer to record information and plan an informational report.

 

 

   
   

 

 

Standards Assessed Through This Task

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

L.3.2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


 


 

Reading Standards for Literature
Reading Standards for Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determining the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations or feelings) and explain how the actions contribute to the sequence of events.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (eg., create mood, emphasize aspects of a character or setting).
Reading Standards for Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrase in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

 

Reading Foundational Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding.
3a Identify and know the meaning of the most common prefixes and derivational suffixes.
3d Read grade-appropriate irregularly spelled words
RF.3.4 Read with sufficient accuracy and fluency to support comprehension
4a Read on-level text with purpose and understanding.
4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4 Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

Writing Standards
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly (see Term 1)
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
___3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
___.3c Use temporal words and phrases to signal event order.
___3d Provide a sense of closure.
W.3.4 With guidance and support from adults, produce writing in which the development and organization is appropriate to task and purpose.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources and sort evidence into provided categories.

 

Speaking and Listening Standards
SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
1a 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.
1b. Follow agreed-upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at time about the topics and texts under discussion.)
1c Ask questions to c heck understanding of information presented, stay on topic, and link their comments to the remarks of others.
1d Explain their own ideas and understanding in light of the discussion
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

 

 

Language Standards
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1b Form and use regular and irregular plural nouns.
1d Form and use regular and irregular verbs.
1e Form and use the simple (e.g., I walked, I walk, I will walk).
1f Ensure subject-verb agreement and pronoun antecedent agreement.
1i. Produce simple and compound sentences.
1h. Use coordinating and subordinating conjunctions.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2c Use commas and quotation marks in dialogue.
2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
2f Use spelling patterns and generalizations (e.g. word families, position-based spelling, syllable patterns, ending rules, and meaningful word parts) in writing words.
2g Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
3a Choose words and phrases for effect.
3b. Recognize and observe differences between the conventions of spoken and written standard English.
L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
4b Determine the meaning of the new word formed when a known affix is added to the known word. (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)
4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5. Demonstrate understanding of word relationships and nuances in word meaning.
5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships. (e.g., After dinner that night we went looking for them).

Suggested Term 3 Performance Task
 

To show their growing expertise as readers and writers, students will write a brief summary paragraph about a text read as well as an opinion paragraph.


Standards Assessed Through This Task

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

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

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

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

 

Reading Standards for Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determining the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations or feelings) and explain how the actions contribute to the sequence of events.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to the parts of stories, dramas, and poems when writing or speaking about a text, such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9 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).

 

Reading Standards for Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.
RI.3.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

 

Reading Foundational Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding.
3b Decode words with Latin suffixes.
3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
4a Read on-level text with purpose and understanding.
4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

Writing Standards
W.3.1 Write opinion pieces on topics or texts supporting point of view with reasons.
1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
1b Provide reasons that support the opinion.
1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources and sort evidence into provided categories.

 

Speaking and Listening Standards
SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
1a 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.
1b 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).
1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

 

Language Standards
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.
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.
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 and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.
4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

 

 

Suggested Term 4 Performance Task Term
 

The student will complete a performance task where they present and support their opinion on a specific topic.

Standards Assessed Through This Task


W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion.

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.7 Conduct short research projects that build knowledge about a topic.

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.L3.3b Recognize and observe differences between the conventions of spoken and written standard English.