2014 Quarter Two Grade 03 ELA/Writing

2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

10/06/14 5/10 [ 3.R.RL.03] I can III-R-4:HI-14 Stage III ELP Standards Days analyze characters in a describing the characters’ traits story and prove why and their motivations within a Stage III ELP/Common Core their actions affect the fictional text. Crosswalk sequence of events. Describe characters in a BT Unwrapped 3.R.RL.03 story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. "I can analyze characters in a story and prove why their actions affect the sequence of events." 40/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce declarative, negative, and d. Form and use regular interrogative simple sentences. and irregular verbs. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences 1 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. III-L-1:HI-7(v) "I can apply concepts of producing declarative, negative, conventions when writing and interrogative sentences and speaking." using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v) differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-9(v) producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.

III-L-1:HI-10(v) using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb 2 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

agreement).

III-L-1:HI-11(v) producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.

III-L-1:HI-12(v) III-L-1:HI-18(v) III-L-1:HI-19(v) III-L-1:HI-20(v) III-L-1:HI-21(v) 40/40 [ 3.L.02] I can prove III-W-2:HI-2 BT Unwrapped 3.L.02a_g Days proficient knowledge of spelling multi-syllable words conventions including using knowledge of syllabication capitalization, and spelling patterns. punctuation, and spelling. III-W-2:HI-3 spelling grade appropriate words Demonstrate command of (i.e., high frequency, common, the conventions of academic, homonyms and standard English plurals). capitalization, punctuation, and spelling when writing. III-W-2:HI-4 a.Capitalize appropriate using capitalization for proper 3 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

words in titles. nouns (i.e., names, place names, dates, holidays, languages), titles b.Use commas in (including book and poem titles), addresses. and abbreviations. c.Use commas and quotation marks in III-W-2:HI-5 dialogue. using punctuation for: d.Form and use 1 - sentence endings possessives. 2 -semi-colons in a series, introductory clauses, e.Use conventional dialogue and direct spelling for high-frequency address and other studied words 3 -quotation marks for and for adding suffixes to dialogue and titles base words (e.g., sitting, smiled, cries, happiness). 4 -colons to punctuate business letter salutations f.Use spelling patterns and 5 -apostrophes to punctuate generalizations (e.g., word contractions and plural families, position-based possessives spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g.Consult reference materials, including beginning dictionaries, as needed to check and

4 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

correct spellings. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 35/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal 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 5 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between figurative language and literal language."

35/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and speak." expressing one’s thoughts. 6 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-LS-1:HI-9 asking questions to clarify ideas and concepts.

35/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral b. Develop the topic with presentations, etc.). facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to 7 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic." 10/13/14 10/10 [ 3.R.RI.02] I can III-R-4:HI-4 BT Unwrapped 3.R.RI.02 Days connect key details to generating who, what, where, the main idea of the when, why, which and how text. questions to clarify text. Determine the main idea of a text; recount the key details and explain how they support the main idea. "I can connect key details to the main idea of the text." 35/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce 8 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

d. Form and use regular declarative, negative, and and irregular verbs. interrogative simple sentences. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. "I can apply concepts of III-L-1:HI-7(v) conventions when writing producing declarative, negative, and speaking." and interrogative sentences using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-10(v) using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).

III-L-1:HI-12(v) III-L-1:HI-18(v) III-L-1:HI-19(v) III-L-1:HI-20(v) III-L-1:HI-21(v) 35/40 [ 3.L.02] I can prove III-W-2:HI-2 BT Unwrapped 3.L.02a_g Days proficient knowledge of spelling multi-syllable words conventions including using knowledge of syllabication capitalization, and spelling patterns. punctuation, and spelling. III-W-2:HI-3 10 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

Demonstrate command of spelling grade appropriate words the conventions of (i.e., high frequency, common, standard English academic, homonyms and capitalization, punctuation, plurals). and spelling when writing. III-W-2:HI-4 a.Capitalize appropriate using capitalization for proper words in titles. nouns (i.e., names, place names, b.Use commas in dates, holidays, languages), titles addresses. (including book and poem titles), c.Use commas and and abbreviations. quotation marks in dialogue. III-W-2:HI-5 using punctuation for: d.Form and use 6 - sentence endings possessives. 7 -semi-colons in a series, e.Use conventional introductory clauses, spelling for high-frequency dialogue and direct and other studied words address and for adding suffixes to 8 -quotation marks for base words (e.g., sitting, dialogue and titles smiled, cries, happiness). 9 -colons to punctuate f.Use spelling patterns and business letter salutations generalizations (e.g., word 10 -apostrophes to punctuate families, position-based contractions and plural spellings, syllable patterns, possessives ending rules, meaningful

word parts) in writing words. g.Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 30/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal meanings of words and phrases in context (e.g., take steps). b.Identify real-life connections between 12 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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). "I can differentiate between figurative language and literal language."

30/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships 13 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

(e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and speak." expressing one’s thoughts.

30/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science

aiding comprehension. text chapter, article, book, oral presentations, etc.). b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic." 10/20/14 5/10 [ 3.R.RI.02] I can III-R-4:HI-4 BT Unwrapped 3.R.RI.02 Days connect key details to generating who, what, where, the main idea of the when, why, which and how text. questions to clarify text. Determine the main idea of a text; recount the key details and explain how they support the main idea. 15 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

"I can connect key details to the main idea of the text." 30/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce declarative, negative, and d. Form and use regular interrogative simple sentences. and irregular verbs. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. III-L-1:HI-7(v) "I can apply concepts of producing declarative, negative, conventions when writing and interrogative sentences and speaking." using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v) differentiating between the use of simple present and present progressive verb tenses. 16 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

III-L-1:HI-12(v) III-L-1:HI-18(v) III-L-1:HI-19(v) III-L-1:HI-20(v)

III-L-1:HI-21(v) 30/40 [ 3.L.02] I can prove III-W-2:HI-2 BT Unwrapped 3.L.02a_g Days proficient knowledge of spelling multi-syllable words conventions including using knowledge of syllabication capitalization, and spelling patterns. punctuation, and spelling. III-W-2:HI-3 spelling grade appropriate words Demonstrate command of (i.e., high frequency, common, the conventions of academic, homonyms and standard English plurals). capitalization, punctuation, and spelling when writing. III-W-2:HI-4 a.Capitalize appropriate using capitalization for proper words in titles. nouns (i.e., names, place names, b.Use commas in dates, holidays, languages), titles addresses. (including book and poem titles), and abbreviations. c.Use commas and

quotation marks in dialogue. III-W-2:HI-5 using punctuation for: d.Form and use 11 - sentence endings possessives. 12 -semi-colons in a series, e.Use conventional introductory clauses, spelling for high-frequency dialogue and direct and other studied words address and for adding suffixes to 18 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

base words (e.g., sitting, 13 -quotation marks for smiled, cries, happiness). dialogue and titles 14 -colons to punctuate f.Use spelling patterns and business letter salutations generalizations (e.g., word 15 -apostrophes to punctuate families, position-based contractions and plural spellings, syllable patterns, possessives ending rules, meaningful word parts) in writing words. g.Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 20/20 [ 3.L.04] I can assess the III-L-2:HI-2(vocab) BT Unwrapped 3.L.04a-d Days meaning of a word or identifying the meaning/usage of phrase using a variety of sight words and utilizing them in strategies. context.

Determine or clarify the III-L-2:HI-3(vocab) meaning of unknown and identifying the meaning/usage of multiple-meaning word high frequency words and 19 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

and phrases based on utilizing them in context. grade 3 reading and content, choosing flexibly III-L-2:HI-4(vocab) from a range of strategies. explaining the meaning and usage of grade-specific academic a. Use sentence-level vocabulary and symbols. context as a clue to the meaning of a word or III-L-2:HI-7(vocab) phrase. using knowledge of base/root b. Determine the meaning words and affixes (prefixes and of the new word formed suffixes) to determine the when a known affix is meaning of unknown grade-level added to a known word content words. e.g., agreeable/disagreeable, III-L-2:HI-10(vocab) comfortable/ using context clues in a variety of c. uncomfortable, content texts to confirm the care/careless, intended meaning of grade-level heat/preheat). homonyms and multiple-meaning words. d. Use a known root word as a clue to the meaning III-L-2:HI-12(vocab) of an unknown word with using context clues in a variety of the same root (e.g., content texts to confirm the company, companion) intended meaning of grade-level e.Use glossaries or content words. beginning dictionaries, both print and digital, to III-L-2:HI-14(vocab) 20 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

determine or clarify the using a dictionary to identify precise meaning of key meanings, spellings, and words and phrases. pronunciations of grade-level content words. "I can assess the meaning of a word or phrase using a variety of strategies." 25/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal 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 21 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between figurative language and literal language."

25/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and 22 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

speak." expressing one’s thoughts. III-LS-1:HI-9 asking questions to clarify ideas and concepts.

25/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral b. Develop the topic with presentations, etc.). facts, definitions, and details. c. Use linking words and phrases (e.g., also, 23 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic."

10/27/14 10/10 [ 3.R.RL.02] Recount III-R-4:HI-5 BT Unwrapped 3.R.RL.02 Days stories, including fables, retelling a story or event with a folktales, and myths beginning, middle, and end using from diverse cultures: transition words and complete determine the central sentences. message, lesson, moral and explain how it is conveyed through key details in the text.

"I can summarize the message of fables, folktales, and myths, and prove my 24 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

thinking using key details from the text." 25/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce declarative, negative, and d. Form and use regular interrogative simple sentences. and irregular verbs. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. III-L-1:HI-7(v) "I can apply concepts of producing declarative, negative, conventions when writing and interrogative sentences and speaking." using present progressive tense verbs with subject-verb agreement.

determine or clarify the using a dictionary to identify precise meaning of key meanings, spellings, and words and phrases. pronunciations of grade-level content words. "I can assess the meaning of a word or phrase using a variety of strategies."

20/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal 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 30 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between figurative language and literal language."

20/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking questions, offering advice, 31 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

"I can apply concepts of sharing one’s experiences, and 3rd grade language when I expressing one’s thoughts. speak." III-LS-1:HI-9 asking questions to clarify ideas and concepts.

20/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral b. Develop the topic with presentations, etc.). facts, definitions, and details. c. Use linking words and 32 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic." 11/03/14 5/10 [ 3.R.RL.02] Recount III-R-4:HI-5 BT Unwrapped 3.R.RL.02 Days stories, including fables, retelling a story or event with a folktales, and myths beginning, middle, and end using from diverse cultures: transition words and complete determine the central sentences. message, lesson, moral and explain how it is conveyed through key details in the text.

"I can summarize the message of fables, folktales, and myths, and prove my 33 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

thinking using key details from the text." 20/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce declarative, negative, and d. Form and use regular interrogative simple sentences. and irregular verbs. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. III-L-1:HI-7(v) "I can apply concepts of producing declarative, negative, conventions when writing and interrogative sentences and speaking." using present progressive tense verbs with subject-verb agreement.

determine or clarify the using a dictionary to identify precise meaning of key meanings, spellings, and words and phrases. pronunciations of grade-level content words. "I can assess the meaning of a word or phrase using a variety of strategies." 15/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal 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 39 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between figurative language and literal language."

15/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and 40 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

speak." expressing one’s thoughts. III-LS-1:HI-9 asking questions to clarify ideas and concepts.

15/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral b. Develop the topic with presentations, etc.). facts, definitions, and details. c. Use linking words and phrases (e.g., also, 41 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic." 1 [ G3.W.AD.05] Additional III-W-1:HI-2 Days Standards writing simple poetry using a variety of poetic devices and 3.W.04. With guidance figurative language including: and support from adults, personification, onomatopoeia, produce writing in which alliteration, simile and metaphor. the development and organization are III-W-1:HI-3 taking notes using self selected appropriate to task and formats based upon knowledge of purpose. oral or written text structures with instructional support. (e.g., 3.W.05. With guidance Student selects Venn Diagram for and support from peers comparing and contrasting text). and adults, develop and strengthen writing as III-W-1:HI-5 42 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

needed by planning, writing a summary paragraph revising, and editing. containing only key ideas and relevant content vocabulary 3.W.06. With guidance summarizing a variety of text and and support from adults, of varying length. (e.g., science text chapter, article, book, oral use technology to presentations, etc.). produce and publish writing (using III-W-1:HI-6 keyboarding skills) as writing a variety of functional text well as to interact and that address audience, stated collaborate with others. purpose and context: 1 Letters 3.W.08. Recall 2 Directions information from 3 Procedures experiences or gather 4 Graphs/Tables information from print 5 Brochures and digital sources; take brief notes on sources III-W-3:HI-1 and sort evidence into generating and organizing ideas provided categories. to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

III-W-5:HI-1 recording, evaluating and

organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.

III-W-3:HI-1 III-W-3:HI-2 III-W-3:HI-3 III-W-3:HI-4 III-W-3:HI-5 III-W-3:HI-6 III-W-4:HI-1 III-W-4:HI-2 III-W-4:HI-3 III-W-5:HI-1 11/10/14 10/10 [ 3.R.RI.08] Describe the III-R-4:HI-12 BT Unwrapped 3.R.RI.08 Days logical connection between identifying the cause and effect particular sentences and relationship of two related events paragraphs in a text (e.g., in a literary selection. comparison, cause/effect, first/second/third in a sequence). "I can use reading

strategies such as cause and effect, compare and contrast, and sequencing to help me understand expository texts." 15/40 [ 3.L.01def] I can apply III-L-1:HI-5 (v) BT Unwrapped 3.L.01a-j Days concepts of conventions using simple present tense when writing and irregular verbs: to be, to have, to speaking. do, and to go to produce declarative, negative, and d. Form and use regular interrogative simple sentences. and irregular verbs. e. Form and use the simple III-L-1:HI-6 (v) (e.g., I walked; I walk; I will producing declarative, negative, walk) verb tenses. and interrogative sentences f. Ensure subject-verb and using simple present tense verbs pronoun- antecedent with subject-verb agreement. agreement. III-L-1:HI-7(v) "I can apply concepts of producing declarative, negative, conventions when writing and interrogative sentences and speaking." using present progressive tense verbs with subject-verb agreement.

III-L-1:HI-8(v) 45 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

differentiating between the use of simple present and present progressive verb tenses.

III-L-1:HI-12(v)

III-L-1:HI-18(v) III-L-1:HI-19(v) III-L-1:HI-20(v) III-L-1:HI-21(v) 15/40 [ 3.L.02] I can prove III-W-2:HI-2 BT Unwrapped 3.L.02a_g Days proficient knowledge of spelling multi-syllable words conventions including using knowledge of syllabication capitalization, and spelling patterns. punctuation, and spelling. III-W-2:HI-3 spelling grade appropriate words Demonstrate command of (i.e., high frequency, common, the conventions of academic, homonyms and standard English plurals). capitalization, punctuation, and spelling when writing. III-W-2:HI-4 a.Capitalize appropriate using capitalization for proper words in titles. nouns (i.e., names, place names, b.Use commas in dates, holidays, languages), titles addresses. (including book and poem titles), and abbreviations. c.Use commas and

quotation marks in dialogue. III-W-2:HI-5 using punctuation for: d.Form and use 26 - sentence endings possessives. 27 -semi-colons in a series, e.Use conventional introductory clauses, 47 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

spelling for high-frequency dialogue and direct and other studied words address and for adding suffixes to 28 -quotation marks for base words (e.g., sitting, dialogue and titles smiled, cries, happiness). 29 -colons to punctuate business letter salutations f.Use spelling patterns and 30 -apostrophes to punctuate generalizations (e.g., word contractions and plural families, position-based possessives 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. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 5/20 [ 3.L.04] I can assess the III-L-2:HI-2(vocab) BT Unwrapped 3.L.04a-d Days meaning of a word or identifying the meaning/usage of phrase using a variety of sight words and utilizing them in strategies. context.

Determine or clarify the III-L-2:HI-3(vocab) meaning of unknown and identifying the meaning/usage of multiple-meaning word high frequency words and and phrases based on utilizing them in context. grade 3 reading and content, choosing flexibly III-L-2:HI-4(vocab) from a range of strategies. explaining the meaning and usage of grade-specific academic a. Use sentence-level vocabulary and symbols. context as a clue to the meaning of a word or III-L-2:HI-7(vocab) phrase. using knowledge of base/root b. Determine the meaning words and affixes (prefixes and of the new word formed suffixes) to determine the when a known affix is meaning of unknown grade-level added to a known word content words. e.g., agreeable/disagreeable, III-L-2:HI-10(vocab) comfortable/ using context clues in a variety of c. uncomfortable, content texts to confirm the care/careless, intended meaning of grade-level heat/preheat). homonyms and multiple-meaning words. d. Use a known root word as a clue to the meaning III-L-2:HI-12(vocab) of an unknown word with using context clues in a variety of the same root (e.g., content texts to confirm the company, companion) intended meaning of grade-level 49 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

e.Use glossaries or content words. beginning dictionaries, both print and digital, to III-L-2:HI-14(vocab) determine or clarify the using a dictionary to identify precise meaning of key meanings, spellings, and words and phrases. pronunciations of grade-level content words. "I can assess the meaning of a word or phrase using a variety of strategies." 10/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal 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). "I can differentiate between figurative language and literal language."

10/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social 51 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and speak." expressing one’s thoughts.

10/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral b. Develop the topic with presentations, etc.). 52 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic."

11/17/14 5/10 [ 3.R.RI.08] Describe the III-R-4:HI-12 BT Unwrapped 3.R.RI.08 Days logical connection between identifying the cause and effect particular sentences and relationship of two related events paragraphs in a text (e.g., in a literary selection. comparison, cause/effect, first/second/third in a sequence). "I can use reading strategies such as cause and effect, compare and contrast,

and sequencing to help me understand expository texts."

10/40 [ 3.L.01def] I can apply BT Unwrapped 3.L.01a-j Days concepts of conventions when writing and speaking. 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. "I can apply concepts of conventions when writing and speaking." 10/40 [ 3.L.02] I can prove BT Unwrapped 3.L.02a_g Days proficient knowledge of conventions including capitalization, punctuation, and

spelling. 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. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 5/40 [ 3.L.05] I can III-L-2:HI-9(vocab) BT Unwrapped 3.L.05a-c Days differentiate between completing and explaining figurative language and analogous relationships (e.g., literal language. bravery: courage :: smooth: ______). Demonstrate understanding of word III-L-2:HI-13(vocab) relationships and nuances interpreting the meaning of in word meanings. figurative language including in a a.Distinguish the literal variety of grade-level texts. and non-literal meanings of words and phrases in context (e.g., take steps). b.Identify real-life 56 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

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). "I can differentiate between figurative language and literal language."

5/40 [ 3.L.06] I can apply III-LS-1:HI-6 BT Unwrapped 3.L.06 Days concepts of 3rd grade responding to comprehension language when I speak. questions by demonstrating relationships among facts, ideas Acquire and use accurately or events and extending the grade-appropriate information to other relevant conversational, general contexts using appropriate academic, and domain academic vocabulary. (e.g., specific words and problem/solution, cause/effect, phrases, including those compare/contrast, etc.) that signal spatial and 57 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

temporal relationships (e.g., After dinner that III-LS-1:HI-8 night we went looking for responding to social them). conversations by rephrasing and repeating information, asking "I can apply concepts of questions, offering advice, 3rd grade language when I sharing one’s experiences, and speak." expressing one’s thoughts.

5/40 [ 3.W.02] I can compose III-W-1:HI-4 BT Unwrapped 3.W.02 Days and illustrate an writing expository essays and informational report that informational reports that include includes main idea and topic sentences, main ideas, and details about a topic. relevant supporting details, using appropriate transitions, varied Write an sentence structure and precise informative/explanatory academic vocabulary. text to examine a topic and convey ideas and III-W-1:HI-5 information clearly. writing a summary paragraph a. Introduce a topic and containing only key ideas and group related information relevant content vocabulary together; include summarizing a variety of text and

illustrations when useful to of varying length. (e.g., science aiding comprehension. text chapter, article, book, oral presentations, etc.). b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes main idea and details about a topic." 11/24/14 5/40 [ 3.L.01def] I can apply BT Unwrapped 3.L.01a-j Days concepts of conventions when writing and speaking. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will 59 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

walk) verb tenses. f. Ensure subject-verb and pronoun- antecedent agreement. "I can apply concepts of conventions when writing and speaking." 5/40 [ 3.L.02] I can prove BT Unwrapped 3.L.02a_g Days proficient knowledge of conventions including capitalization, punctuation, and spelling. 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. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling."

12/01/14 5 Benchmark #2 Days

1 [ G3.W.AD.05] Additional III-W-1:HI-2 Days Standards writing simple poetry using a variety of poetic devices and 3.W.04. With guidance figurative language including: and support from adults, personification, onomatopoeia, produce writing in which alliteration, simile and metaphor. the development and organization are III-W-1:HI-3 taking notes using self selected appropriate to task and formats based upon knowledge of purpose. oral or written text structures with instructional support. (e.g., 3.W.05. With guidance Student selects Venn Diagram for and support from peers comparing and contrasting text). and adults, develop and strengthen writing as III-W-1:HI-5 needed by planning, writing a summary paragraph revising, and editing. containing only key ideas and relevant content vocabulary 3.W.06. With guidance summarizing a variety of text and and support from adults, of varying length. (e.g., science use technology to text chapter, article, book, oral presentations, etc.). produce and publish writing (using 62 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

keyboarding skills) as III-W-1:HI-6 well as to interact and writing a variety of functional text collaborate with others. that address audience, stated purpose and context: 3.W.08. Recall 6 Letters information from 7 Directions experiences or gather 8 Procedures information from print 9 Graphs/Tables and digital sources; take 10 Brochures brief notes on sources and sort evidence into III-W-3:HI-1 generating and organizing ideas provided categories. to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).

III-W-5:HI-1 recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article, textbook, guest speaker, video, Internet, interview, podcasts, etc.) for report/research purposes.

III-W-3:HI-1 III-W-3:HI-2 III-W-3:HI-3 III-W-3:HI-4 III-W-3:HI-5 III-W-3:HI-6 III-W-4:HI-1 III-W-4:HI-2 III-W-4:HI-3 III-W-5:HI-1 12/08/14 10/10 [ 3.R.RL.07] Explain how III-R-4:HI-14 BT Unwrapped 3.R.RL.07 Days specific aspects of a text’s describing the characters’ traits illustrations contribute to and their motivations within a what is conveyed by the fictional text. words in a story. (e.g., create mood, emphasize III-R-4:HI-17 aspects of a character or relating illustrations to fictional setting.) text. "I can draw conclusions about the text based on the illustrations in a story."

40/40 [ 3.W.01] Write opinion III-W-1:HI-7 BT Unwrapped 3.W.01 Days pieces on topics or texts, writing a persuasive essay that supporting a point of view states a clear position with with reasons. supporting details using persuasive vocabulary/strategies a.Introduce the topic or to influence the reader (e.g., text they are writing loaded/emotional words, about, state an opinion, exaggeration, euphemisms and create an bandwagon, peer pressure, organizational structure repetition, etc.). that lists reasons. b.Provide reasons that support the opinion. c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d.Provide a concluding statement or section. "I can formulate an opinion and support it with details (reasons)."

12/15/14 5/10 [ 3.R.RL.07] Explain how III-R-4:HI-14 BT Unwrapped 3.R.RL.07 Days specific aspects of a text’s describing the characters’ traits illustrations contribute to and their motivations within a what is conveyed by the fictional text. words in a story. (e.g., create mood, emphasize III-R-4:HI-17 aspects of a character or relating illustrations to fictional setting.) text. "I can draw conclusions about the text based on the illustrations in a story."

40/40 [ 3.L.01ghij] Demonstrate III-L-1:HI-8 (adj) BT Unwrapped 3.L.01a-j Days command of the using comparative and conventions of Standard superlative adjectives (e.g., big, English grammar and bigger, biggest; usage when writing or more/most/less/least, etc.). speaking. III-L-1:HI-9 (adj) g. Form and use using irregular comparative and comparative and superlative adjectives. superlative adjectives and adverbs, and choose III-L-1:HI-5 (adv) between them depending using regular comparative and on what is to be modified. superlative adverbs (e.g., slowly, h. Use coordinating and less slowly, least slowly, etc.). 66 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

subordinating conjunctions. III-L-1:HI-1 (c) defining, using, and i. Produce simple, differentiating coordinating compound, and complex conjunctions used to join nouns, sentences. verbs, adjectives, phrases and j.Write and organize a clauses. paragraph that groups sentences about a topic. III-L-1:HI-1 (PH/CL) using noun phrases in a complete "I can apply concepts of sentence. conventions when writing and speaking." III-L-1:HI-2 (PH/CL) using joined noun phrases in a complete sentence.

III-L-1:HI-3 (PH/CL) III-L-1:HI-4 (PH/CL) III-L-1:HI-5 (PH/CL) III-L-1:HI-7 (PH/CL) III-L-1:HI-8 (PH/CL) III-L-1:HI-9 (PH/CL)

III-L-1-HI-2(SC) producing sentences using subjects and verbs, with subject- verb agreement. (S-V)

*III-L-1-HI-7 through 22 (SC)

40/40 [ 3.L.02fg] Demonstrate N/A BT Unwrapped 3.L.02a-g Days command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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.

"I can prove proficient knowledge of conventions including capitalization,

punctuation, and spelling."

35/40 [ 3.W.01] Write opinion III-W-1:HI-7 BT Unwrapped 3.W.01 Days pieces on topics or texts, writing a persuasive essay that supporting a point of view states a clear position with with reasons. supporting details using persuasive vocabulary/strategies a.Introduce the topic or to influence the reader (e.g., text they are writing loaded/emotional words, about, state an opinion, exaggeration, euphemisms and create an bandwagon, peer pressure, organizational structure repetition, etc.). that lists reasons. b.Provide reasons that support the opinion. c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d.Provide a concluding statement or section. "I can formulate an opinion and support it with details (reasons)." 69 Chinle Unified School District, No. 24 September 2014 2014 Quarter Two Grade 03 ELA/Writing Yearly Standards: 3.R.RL.10, 3.R.RI.10 Week Pacing Standards/Pacing ELP Standards Resources ELD Methodologies

Yearly Standards: 3.R.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 3.R.RL.10 BT Unwrapped 3.R.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. 3.R.RI.10 BT Unwrapped

70 Chinle Unified School District, No. 24 September 2014