Common Core StandardsThe 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.3.3Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3b Decode words with common Latin suffixes
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.FluencyRead 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.3.2 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.Integration of Knowledge and Ideas
(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 ComplexityReading: Informational Text
Key Ideas and DetailsRI.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.Craft and Structure
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.3.8 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 PurposesW.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.3.1d 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 WritingW.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 3Research to Build and Present Knowledge
W.3.7 Conduct short research projects that build knowledge about a topic.
(W.3.9 begins in grade 4)Range of WritingW.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 EnglishL.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)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.
L.3.1h Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
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 UseL.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.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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).