3rd Grade - ELA Scope and Sequence

Week Reading Foundational Infor Writing Lang Speaking and Listening Balanced Literacy mation uage Resources/ Social al/ Studies and Science Litera Integration ry Readi ng Week 1 ELACC3RF4a: Read on-level text ELACC ELACC3W1: Write opinion pieces on ELAC ELACC3SL1: Engage effectively in a range Social Studies Unit 1: with purpose and understanding. 3RI3: topics or texts, supporting a point of view C3L1. of collaborative discussions (one-on-one, in Roots of Democracy Describe with reasons. Demo groups, and teacher-led) with diverse H1a,b,c; G1c,d; the nstrate partners on grade 3 topics and texts, CG1a,b,c relations comm building on others’ ideas and expressing Differentiated Nonfiction hip and of their own clearly. Reading 3 between the Media Room a series conve United States of ntions Government Resource historica of Box Media Room l events, standa scientifi rd www.congressforkids.net c ideas Englis /Independence_democrac or h y.htm concepts gram , or mar http://bensguide.gpo.gov/ steps in and technica usage l when procedu writin red in a g or text, speaki using ng. languag e that pertains to time, Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell sequenc e, and cause/ef fect.

Week 2 ELACC3RF4c: Use context to ELACC ELACC3W1: Write opinion pieces on ELAC ELACC3SL1: Engage effectively in a range Social Studies Unit 1: confirm or self-correct word 3RI1: topics or texts, supporting a point of view C3L2: of collaborative discussions (one-on-one, in Roots of Democracy recognition and understanding, Ask and with reasons. Demo groups, and teacher-led) with diverse H1a,b,c; G1c,d; rereading as necessary. answer nstrate partners on grade 3 topics and texts, CG1a,b,c question comm building on others’ ideas and expressing Harcourt Leveled s to and of their own clearly. Readers: demonst the rate conve Student read: How the understa ntions US Government nding of of Work..and How They All a text, standa Come Together to govern referring rd a Nation by Syl Sobel explicitl Englis y to the h text as capital the basis ization for , answers. punctu ation, and spellin g when writin g. Week 3 ELACC3RF4a: Read on-level text ELACC ELACC3W1: Write opinion pieces on ELAC ELACC3SL1: Engage effectively in a range Social Studies Unit 2: with purpose and understanding. 3RI1: topics or texts, supporting a point of view C3L1a of collaborative discussions (one-on-one, in Our Economy Ask and with reasons. : groups, and teacher-led) with diverse (Franklin D. Roosevelt answer Explai partners on grade 3 topics and texts, and Cesar Chavez) question n the building on others’ ideas and expressing (Sep15- Oct3) s to functi their own clearly. E1a,b,c,d; E2a; demonst on of E3a,b,c,d; E4, G1a,

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell rate nouns, G1a,b understa prono Social Studies Leveled nding of uns, Readers: a text, verbs, -Franklin D. Roosevelt referring adjecti -Cesar Chavez explicitl ves, Historical Figures Mega y to the and Pack text as adverb (Binder) the basis s in for genera answers. l and their functi ons in particu lar senten ces. Week 4 ELACC3RF3d: Read grade- ELACC ELACC3W3c: Use temporal words and ELAC ELACC3SL1a: Come to discussions appropriate irregularly spelled 3RI2: phrases to signal event order. C3L1a prepared, having read or studied required Social Studies Unit 2: words. Determi : material; explicitly draw on that preparation Our Economy ne the Explai and other information known about the topic (Franklin D. Roosevelt main n the to explore ideas under discussion. and Cesar Chavez) idea of a functi (Sep15- Oct3) text; on of E1a,b,c,d; E2a; recount nouns, E3a,b,c,d; E4, G1a, the key prono G1a,b details uns, Social Studies Leveled and verbs, Readers: explain adjecti -Franklin D. Roosevelt how ves, -Cesar Chavez they and Historical Figures Mega support adverb Pack the main s in (Binder) idea. genera l and their functi Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell ons in particu lar senten ces. Week5 ELACC3RF4: Read with sufficient ELACC ELACC3W1c: Use linking words and ELAC ELACC3SL1b: Follow agreed-upon rules Social Studies Unit 2: accuracy and fluency to support 3RI4: phrases (e.g., because, therefore, since, for C3L1a for discussions (e.g., gaining the floor in Our Economy comprehension. Determi example) to connect opinion and reasons. : respectful ways, listening to others with (Franklin D. Roosevelt ne the Explai care, speaking one at a time about the topics and Cesar Chavez) meaning n the and texts under discussion). (Sep15- Oct3) of functi E1a,b,c,d; E2a; general on of E3a,b,c,d; E4, G1a, academi nouns, G1a,b c and prono Social Studies Leveled domain- uns, Readers: specific verbs, -Franklin D. Roosevelt words adjecti -Cesar Chavez and ves, Historical Figures Mega phrases and Pack in a text adverb (Binder) relevant s in to a genera grade 3 l and topic or their subject functi area. ons in particu lar senten ces. Week 6 ELACC3RF4c: Use context to ELACC ELACC3W3d: Provide a sense of closure. ELAC ELACC3SL1c: Ask questions to check Social Studies: H2a,b; confirm or self-correct word 3RI7: C3L2b understanding of information presented, stay G2a,b,c,d,e; CG2; recognition and understanding, Use : Use on topic, and link their comments to the E1a,b,c,d; E2; E3a,b rereading as necessary. informat comm remarks of others. Unit Three: ion as in Paul Revere gained addres Nov. 13-16, 20, 27-30 from ses. www.forsyth.k12.ga.us/P

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell illustrati age/27060 ons www.paulreverehouse.or (e.g., g/ride/ maps, Liberty Kids DVD- photogr Media Room aphs) and the And then what happened, words in Paul Revere? a text to by Jean Fritz demonst Paul Revere by Lisa rate Trumbauer understa nding of the text (e.g., where, when, why, and how key events occur).

Week 7 ELACC3RF3d: Read grade- ELACC ELACC3W3: Write narratives to develop ELAC ELACC3SL1d: Explain their own ideas and appropriate irregularly spelled 3RI7: real or imagined experiences or events C3L1a understanding in light of the discussion. Social Studies: H2a,b; words. Use using effective technique, descriptive : G2a,b,c,d,e; CG2; informat details, and clear event sequences. Explai E1a,b,c,d; E2; E3a,b ion n the Unit Seven: (January 6- gained functi 12) from on of Franklin Roosevelt illustrati nouns, H2a,b; G2a,b,c,d,e; CG2; ons prono E1a,b,c,d; E2; E3a,b (e.g., uns, Unit Eight: (January 6- maps, verbs, 12) photogr adjecti Eleanor Roosevelt aphs) ves, and the and Elanor Roosevelt by words in adverb Jonatha A. Brown Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell a text to s in Historical Figure Mega demonst genera Packet rate l and understa their Brainpop.com: nding of functi www.brainpop.com/socia the text ons in lstudies/famoushistoricalf (e.g., particu igures/eleanorroosevelt/p where, lar review.weml when, senten why, ces. and how key events occur).

Week 8 ELACC3RF4: Read with sufficient ELACC ELACC3W3a: Establish a situation and ELAC ELACC3SL2: Determine the main ideas and Social Studies: H2a,b; accuracy and fluency to support 3RI2: introduce a narrator and/or characters; C3L1a supporting details of a text read aloud or G2a,b,c,d,e; CG2; comprehension. Determi organize an event sequence that unfolds : information presented in diverse media and E1a,b,c,d; E2; E3a,b ne the naturally. Explai formats, including visually, quantitatively, main n the and orally. Unit 4: Frederick idea of a functi Douglas (Feb2- Feb 6) text; on of recount nouns, Social Studies: H2a,b; the key prono G2a,b,c,d,e; CG2; details uns, E1a,b,c,d; E2; E3a,b and verbs, explain adjecti how ves, they and support adverb the main s in idea. genera l and their functi ons in particu lar Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell senten ces. Week 9 ELACC3RF4a: Read on-level text ELACC ELACC3W3a: Establish a situation and ELAC ELACC3SL2: Determine the main ideas and Social Studies: H2a,b; with purpose and understanding. 3RI2: introduce a narrator and/or characters; C3L1a supporting details of a text read aloud or G2a,b,c,d,e; CG2; Determi organize an event sequence that unfolds : information presented in diverse media and E1a,b,c,d; E2; E3a,b ne the naturally. Explai formats, including visually, quantitatively, Unit Six: main n the and orally. Mary McLeod Bethune idea of a functi (Feb. 9- 13) text; on of recount nouns, the key prono details uns, and verbs, explain adjecti how ves, they and support adverb the main s in idea. genera l and their functi ons in particu lar senten ces. Week 10 ELACC3RF3d: Read grade- ELACC ELACC3W1: Write opinion pieces on ELAC ELACC3SL1: Engage effectively in a range Social Studies: H2a,b; appropriate irregularly spelled 3RL4: topics or texts, supporting a point of view C3L1c of collaborative discussions (one-on-one, in G2a,b,c,d,e; CG2; words. Determi with reasons. : Use groups, and teacher-led) with diverse E1a,b,c,d,e; E2, E3a,b ne the abstra partners on grade 3 topics and texts, Unit Nine: meaning ct building on others’ ideas and expressing Thurgood Marshall (Feb of words nouns their own clearly. 17-23) and (e.g., phrases childh Standards: H2a,b; as they ood). G2a,b,c,d,e; CG2; are used E1a,b,c,d; E2, E3a

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell in a text, Unit Ten: distingui Lyndon B. Johnson (Feb shing 17-23) literal from non- Student read: Through literal My Eyes by Ruby languag Bridges e.

Week 11 ELACC3RF4a: Read on-level text ELACC ELACC3W1b: Provide reasons that ELAC ELACC3SL1a: Come to discussions Social Studies: H2a,b; with purpose and understanding. 3RL7: support the opinion. C3L1d prepared, having read or studied required G2a,b,c,d,e; CG2; Explain : Form material; explicitly draw on that preparation E1a,b,c,d; E2; E3a,b how and and other information known about the topic Social Studies: H2a,b; specific use to explore ideas under discussion. G2a,b,c,d,e; CG2; aspects regula E1a,b,c,d; E2; E3a,b of a r and Unit Eleven: text's irregul Cesar Chavez illustrati ar ons verbs. Biography Desk Blotter contribu Project (Binder) te to Students will choose a what is historical figure studied conveye in Social Studies. They d by the will create a desktop for words in this person including a story pictures, documents, (e.g., books, and timelines create from the person’s life. mood, emphasi ze aspects of a characte r or setting).

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell Week 12 ELACC3RF4: Read with sufficient ELACC ELACC3W1c: Use linking words and ELAC ELACC3SL1d: Explain their own ideas and Social Studies: H2a,b; accuracy and fluency to support 3RL9: phrases (e.g., because, therefore, since, for C3L2d understanding in light of the discussion. G2a,b,c,d,e; CG2; comprehension. Compar example) to connect opinion and reasons. : Form E1a,b,c,d; E2; E3a,b e and and Unit Eleven: (March 18- contrast use March 24) themes, posses Cesar Chavez settings, sives. and plots of stories written by the same author about the same or similar characte rs (e.g., in books from a series).

Week 13 ELACC3RF4: Read with sufficient ELACC ELACC3W1d: Provide a concluding ELAC ELACC3SL1: Engage effectively in a range accuracy and fluency to support 3RL9: statement or section. C3L2: of collaborative discussions (one-on-one, in comprehension. Compar Demo groups, and teacher-led) with diverse e and nstrate partners on grade 3 topics and texts, contrast comm building on others’ ideas and expressing themes, and of their own clearly. settings, the and conve plots of ntions stories of written standa by the rd same Englis author h Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell about capital the same ization or , similar punctu characte ation, rs (e.g., and in books spellin from a g series). when writin g. Week 14 ELACC3RF4a: Read on-level text ELACC ELACC3W5: With guidance and support ELAC ELACC3SL1b: Follow agreed-upon rules with purpose and understanding. 3RL10: from peers and adults, develop and C3L2e for discussions (e.g., gaining the floor in By the strengthen writing as needed by planning, : Use respectful ways, listening to others with end of revising, and editing. (Editing for conve care, speaking one at a time about the topics the year, conventions should demonstrate command ntional and texts under discussion). read and of Language standards 1–3 up to and spellin compreh including grade 3.) g for end high- literatur freque e, ncy includin and g other stories, studie dramas, d and words poetry, and at the for high end adding of the suffixe grades s to 2-3 text base complex words ity band (e.g., indepen sitting, dently smiled and , cries, proficie happin Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell ntly. ess).

Week 15 ELACC3RF3c: Decode multi- ELACC ELACC3W8: Recall information from ELAC ELACC3SL4: Report on a topic or text, tell syllable words. 3RL2: experience or gather information from C3L2f a story, or recount an experience with Recount print and digital sources; take brief notes : Use appropriate facts and relevant, descriptive stories, on sources and sort evidence into provided spellin details, speaking clearly at an includin categories. g understandable pace. g fables, pattern folktales s and , and genera myths lizatio from ns diverse (e.g., cultures; word determi famili ne the es, central positio message n- , lesson, based or moral spellin and gs, explain syllabl how it is e conveye pattern d s, through ending key rules, details meani in the ngful text. word parts) in writin g words. Week 16 ELACC3RF4a: Read on-level text ELACC ELACC3W8: Recall information from ELAC ELACC3SL2: Determine the main ideas and ? with purpose and understanding. 3RL7: experience or gather information from C3L4d supporting details of a text read aloud or

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell Explain print and digital sources; take brief notes : Use information presented in diverse media and how on sources and sort evidence into provided glossa formats, including visually, quantitatively, specific categories. ries or and orally. aspects beginn of a ing text's diction illustrati aries, ons both contribu print te to and what is digital, conveye to d by the determ words in ine or a story clarify (e.g., the create precis mood, e emphasi meani ze ng of aspects key of a words characte and r or phrase setting). s.

Week 17 ELACC3RF4b: Read on-level prose ELACC ELACC3W2b: Develop the topic with ELAC ELACC3SL6: Speak in complete sentences and poetry orally with accuracy, 3RL5: facts, definitions, and details. C3L4: when appropriate to task and situation in appropriate rate, and expression on Refer to Deter order to provide requested detail or successive readings. parts of mine clarification. (See grade 3 Language stories, or standards 1 and 3 for specific expectations.) dramas, clarify and the poems meani when ng of writing unkno or wn speakin and Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell g about multip a text, le- using meani terms ng such as word chapter, and scene, phrase and s stanza; based describe on how grade each 3 successi readin ve part g and builds conten on t, earlier choosi sections. ng flexibl y from a range of strateg ies. Week 18

Week 19 ELACC3RF4a: Read on-level text ELACC ELACC3W3: Write narratives to develop ELAC ELACC3SL1c: Ask questions to check with purpose and understanding. 3RI5: real or imagined experiences or events C3L1f understanding of information presented, stay Use text using effective technique, descriptive : on topic, and link their comments to the features details, and clear event sequences. Ensure remarks of others. and subjec search t-verb tools and (e.g., prono key un- Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell words, antece sidebars, dent hyperlin agree ks) to ment. locate informat ion relevant to a given topic quickly and efficient ly.

Week 20 ELACC3RF4a: Read on-level text ELACC ELACC3W3: Write narratives to develop ELAC ELACC3SL1a: Come to discussions with purpose and understanding. 3RI6: real or imagined experiences or events C3L1i prepared, having read or studied required Distingu using effective technique, descriptive : material; explicitly draw on that preparation ish their details, and clear event sequences. Produ and other information known about the topic own ce to explore ideas under discussion. point of simple view , from compo that of und, the and author compl of a text. ex senten ces. Week 21 ELACC3RF4: Read with sufficient ELACC ELACC3W1a: Introduce the topic or book ELAC ELACC3SL6: Speak in complete sentences accuracy and fluency to support 3RI2: they are writing about, state an opinion, C3L1i when appropriate to task and situation in comprehension. Determi and create an organizational structure that : order to provide requested detail or ne the lists reasons. Produ clarification. (See grade 3 Language main ce standards 1 and 3 for specific expectations.) idea of a simple text; ,

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell recount compo the key und, details and and compl explain ex how senten they ces. support the main idea.

Week 22 ELACC3RF4c: Use context to ELACC ELACC3W3a: Establish a situation and ELAC ELACC3SL6: Speak in complete sentences confirm or self-correct word 3RI8: introduce a narrator and/or characters; C3L2b when appropriate to task and situation in recognition and understanding, Describe organize an event sequence that unfolds : Use order to provide requested detail or rereading as necessary. the naturally. comm clarification. (See grade 3 Language logical as in standards 1 and 3 for specific expectations.) connecti addres on ses. between particula r sentence s and paragrap hs in a text (e.g., compari son, cause/ef fect, first/sec ond/thir d in a sequenc e).

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell Week 23 ELACC3RF3: Know and apply ELACC ELACC3W3b: Use dialogue and ELAC ELACC3SL1d: Explain their own ideas and grade-level phonics and word 3RI9: descriptions of actions, thoughts, and C3L2c understanding in light of the discussion. analysis skills in decoding words. Compar feelings to develop experiences and events : Use e and or show the response of characters to comm contrast situations. as and the most quotati importa on nt points marks and key in details dialog presente ue. d in two texts on the same topic.

Week 24 ELACC3RF3b: Decode words with ELACC ELACC3W3c: Use temporal words and ELAC ELACC3SL2: Determine the main ideas and common Latin suffixes. 3RI10: phrases to signal event order. C3L2: supporting details of a text read aloud or By the Demo information presented in diverse media and end of nstrate formats, including visually, quantitatively, the year, comm and orally. read and and of compreh the end conve informat ntions ional of texts, standa includin rd g Englis history/s h ocial capital studies, ization science, , and punctu technica ation, l texts, and at the spellin high end g Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell of the when grades writin 2-3 text g. complex ity band indepen dently and proficie ntly.

Week 25 ELACC3RF3b: Decode words with ELACC ELACC3W7: Conduct short research ELAC ELACC3SL1b: Follow agreed-upon rules common Latin suffixes. 3RI6: projects that build knowledge about a C3L2e for discussions (e.g., gaining the floor in Distingu topic. : Use respectful ways, listening to others with ish their conve care, speaking one at a time about the topics own ntional and texts under discussion). point of spellin view g for from high- that of freque the ncy author and of a text. other studie d words and for adding suffixe s to base words (e.g., sitting, smiled , cries, happin Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell ess). Week 26 ELACC3RF4c: Use context to ELACC ELACC3W2b: Develop the topic with ELAC ELACC3SL2: Determine the main ideas and ? confirm or self-correct word 3RI7: facts, definitions, and details. C3L4a supporting details of a text read aloud or recognition and understanding, Use : Use information presented in diverse media and rereading as necessary. informat senten formats, including visually, quantitatively, ion ce- and orally. gained level from contex illustrati t as a ons clue to (e.g., the maps, meani photogr ng of a aphs) word and the or words in phrase a text to . demonst rate understa nding of the text (e.g., where, when, why, and how key events occur).

Week 27 ELACC3RF4c: Use context to ELACC ELACC3W8: Recall information from ELAC ELACC3SL3: Ask and answer questions confirm or self-correct word 3RL9: experience or gather information from C3L2g about information from a speaker, offering recognition and understanding, Compar print and digital sources; take brief notes : appropriate elaboration and detail. rereading as necessary. e and on sources and sort evidence into provided Consu contrast categories. lt themes, refere

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell settings, nce and materi plots of als, stories includi written ng by the beginn same ing author diction about aries, the same as or neede similar d to characte check rs (e.g., and in books correct from a spellin series). gs.

Week 28 ELACC3RF4b: Read on-level prose ELACC ELACC3W6: With guidance and support ELAC ELACC3SL5: Create engaging audio and poetry orally with accuracy, 3RL10: from adults, use technology to produce C3L1g recordings of stories or poems that appropriate rate, and expression on By the and publish writing (using keyboarding : Form demonstrate fluid reading at an successive readings. end of skills) as well as to interact and and understandable pace; add visual displays the year, collaborate with others. use when appropriate to emphasize or enhance read and compa certain facts or details. compreh rative end and literatur superl e, ative includin adjecti g ves stories, and dramas, adverb and s, and poetry, choose at the betwe high end en of the them grades depen Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell 2-3 text ding complex on ity band what indepen is to dently be and modifi proficie ed. ntly.

Week 29 ELACC3RF4: Read with sufficient ELACC ELACC3W6: With guidance and support ELAC ELACC3SL5: Create engaging audio accuracy and fluency to support 3RL1: from adults, use technology to produce C3L1j recordings of stories or poems that comprehension. Ask and and publish writing (using keyboarding : demonstrate fluid reading at an answer skills) as well as to interact and Writes understandable pace; add visual displays question collaborate with others. legibly when appropriate to emphasize or enhance s to in certain facts or details. demonst cursiv rate e. understa nding of a text, referring explicitl y to the text as the basis for the answers.

Week 30 ELACC3RF3: Know and apply ELACC ELACC3W1: Write opinion pieces on ELAC ELACC3SL2: Determine the main ideas and grade-level phonics and word 3RL3: topics or texts, supporting a point of view C3L1. supporting details of a text read aloud or analysis skills in decoding words. Describe with reasons. Demo information presented in diverse media and characte nstrate formats, including visually, quantitatively, rs in a comm and orally. story and of (e.g., the their conve traits, ntions

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell motivati of ons, or standa feelings) rd and Englis explain h how gram their mar actions and contirbu usage te to the when sequenc writin e of g or events. speaki ng. Week 31 ELACC3RF3: Know and apply ELACC ELACC3W4: With guidance and support ELAC ELACC3SL3: Ask and answer questions grade-level phonics and word 3RL6: from adults, produce writing in which the C3L1a about information from a speaker, offering analysis skills in decoding words. Distingu development and organization are : appropriate elaboration and detail. ish their appropriate to task and purpose. (Grade- Explai own specific expectations for writing types are n the point of defined in standards 1-3 above.) functi view on of from nouns, that of prono the uns, narrator verbs, or those adjecti of the ves, characte and rs. adverb s in genera l and their functi ons in particu lar senten Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell ces. Week 32 ELACC3RF4: Read with sufficient ELACC ELACC3W6: With guidance and support ELAC ELACC3SL4: Report on a topic or text, tell accuracy and fluency to support 3RL9: from adults, use technology to produce C3L1b a story, or recount an experience with comprehension. Compar and publish writing (using keyboarding : Form appropriate facts and relevant, descriptive e and skills) as well as to interact and and details, speaking clearly at an contrast collaborate with others. use understandable pace. themes, regula settings, r and and irregul plots of ar stories plural written nouns. by the same author about the same or similar characte rs (e.g., in books from a series).

Week 33 ELACC3RF4c: Use context to ELACC ELACC3W8: Recall information from ELAC ELACC3SL5: Create engaging audio confirm or self-correct word 3RL4: experience or gather information from C3L1c recordings of stories or poems that recognition and understanding, Determi print and digital sources; take brief notes : Use demonstrate fluid reading at an rereading as necessary. ne the on sources and sort evidence into provided abstra understandable pace; add visual displays meaning categories. ct when appropriate to emphasize or enhance of words nouns certain facts or details. and (e.g., phrases childh as they ood). are used in a text, distingui

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell shing literal from non- literal languag e.

Week 34 ELACC3RF4a: Read on-level text ELACC ELACC3W10: Write routinely over ELAC ELACC3SL6: Speak in complete sentences with purpose and understanding. 3RL6: extended time frames (time for research, C3L1d when appropriate to task and situation in Distingu reflection, and revision) and shorter time : Form order to provide requested detail or ish their frames (a single sitting or a day or two) and clarification. (See grade 3 Language own for a range of discipline-specific tasks, use standards 1 and 3 for specific expectations.) point of purposes, and audiences. regula view r and from irregul that of ar the verbs. narrator or those of the characte rs.

Week 35 ELACC3RF3: Know and apply ELACC ELACC3W1a: Introduce the topic or book ELAC ELACC3SL1: Engage effectively in a range grade-level phonics and word 3RL7: they are writing about, state an opinion, C3L1e of collaborative discussions (one-on-one, in analysis skills in decoding words. Explain and create an organizational structure that : Form groups, and teacher-led) with diverse how lists reasons. and partners on grade 3 topics and texts, specific use the building on others’ ideas and expressing aspects simple their own clearly. of a (e.g., I text's walke illustrati d; I ons walk; I contribu will te to walk) what is verb

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell conveye tenses. d by the words in a story (e.g., create mood, emphasi ze aspects of a characte r or setting).

Week 36 ELACC3RF4c: Use context to ELACC ELACC3W1b: Provide reasons that ELAC ELACC3SL2: Determine the main ideas and confirm or self-correct word 3RL9: support the opinion. C3L1f supporting details of a text read aloud or recognition and understanding, Compar : information presented in diverse media and rereading as necessary. e and Ensure formats, including visually, quantitatively, contrast subjec and orally. themes, t-verb settings, and and prono plots of un- stories antece written dent by the agree same ment. author about the same or similar characte rs (e.g., in books from a series). Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell Ongoing Language Standards: Words Their Way

ELACC3L3a: Choose words and phrases for effect. ELACC3L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Ongoing Guided Reading Foundational Standards

ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

ELACC3RL5: 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.

ELACC3RL10: 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.

Ongoing Writing Standards ELACC3W10: 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. ELACC3W5: 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.) ELACC3W6: 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.

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell Guided Reading Planning Note: If you are using Good Habits Great Readers (GHGR) go online to the Guided Reading lesson plan database to search for titles that fit your standard. http://www.pearsonlearning.com/microsites/goodhabits/secure/login.cfm?CFID=28317449&CFTOKEN=16531802

Created at A. Philip Randolph Elementary by Monica Baxter, Angela Chandler, and Terra Mitchell