•                        reading
     
    Common Core Standards
    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.  For more information on the standards, please click on the link below.  

     
    Standards for each week of the unit will be highlighted in yellow  

    Reading: Foundational Skills

    Phonics and Word Recognition

    RF.3.3

    Know and apply grade-level phonics and word analysis skills in decoding words.

     

       RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes

       RF.3.3b Decode words with common Latin suffixes

       RF.3.3c Decode multisyllable words.

       RF.3.3d Read grade-appropriate irregularly spelled words.
     

    Fluency 

    RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

       RF.3.4a Read grade-level text with purpose and understanding.

       RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
       RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

     
    Reading: Literature

    Key Ideas and Details    

    RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    RL.3.2 Recount stories, including fables, folk tales, and myths from diverse cultures; determine 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 their actions contribute to the sequence of events.
     
    Craft and Structure

    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 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. 

    RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
     
    Integration of Knowledge and Ideas 

    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.3.8 not applicableto literature)    

    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)
     
    Range of Reading and Level of Text Complexity
     
    RL.3.10 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 independentlyand proficiently.

     
    Reading: Informational Text

    Key Ideas and Details 

    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 betweena 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
     
    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 ofview from that of the author of a text.
     
    Integration of Knowledge and Ideas    

    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.
     
    Range of Reading and Level of Text Complexity

    RI.3.10 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.

     
    Writing

    Text Types and Purposes

    W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
       W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.  

       W.3.1b Provide reasons that support the opinion.
     
       W.3.1c Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons.
       W.3.1d Provide a concluding statement or section.
    W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
       W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
       W.3.2b Develop the topic with facts, definitions, and details.
       W.3.2c Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information.
       W.3.2d Provide a concluding statement or section.       
    W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.
       W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
       W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
       W.3.3c Use temporal words and phrases to signal event order
       W.3.3d Provide a sense of closure.
     
    Production and Distribution of Writing  

    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 standards1–3 above.)
    W.3.5 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      

    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.
     
    Research to Build and Present Knowledge

    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; take brief notes on sources and sort evidence into provided categories.     
    (W.3.9 begins in grade 4)
     
    Range of Writing

    W.3.10 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.
     
    Language

    Conventions of Standard English

    L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    L.3.1b Form and use regular and irregular plural nouns.
    L.3.1c Use abstract nouns (e.g., childhood)

    o   

    L.3.1d Form and use regular and irregular verbs.
    L.3.1e Form and use the simple (e.g. I walked; I walk; I will walk) verb tenses.

    o   

    L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

    o   

    L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    L.3.1h Use coordinating and subordinating conjunctions.
    L.3.1i Produce simple, compound, and complex sentences.    

    L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    L.3.2a Capitalize appropriate words in titles.
    L.3.2b Use commas in addresses.
    L.3.2c Use commas and quotation marks in dialogue.
    L.3.2d Form and use possessives.
    L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    L.3.2f  Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    L.3.2g Consult reference materials,including beginning dictionaries, as needed to check and correct spellings.
     
    Knowledge of Language

    L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    L.3.3a Choose words and phrases for effect.  

    L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
     

    Vocabulary Acquisition and Use

    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.
    L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
     
    L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/umcomfortable, care/careless, heat/preheat).
     
    L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company/companion).

    L.3.4d 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 figurative language, word relationships and nuances in word meanings.   
    L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g, take steps). 
    L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful)  
    L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

       

    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)