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    Here are the standards we will be working on throughout the year.

    August 10 - September 30

    Unit 1:Unwrapping the Text 

    Key Learning Statement (Understanding): I can determine the main idea.

    Unit Essential Question: How can I determine main idea and supporting details to make connections in a text? 

    Standards:

    • 3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (Level 2)
    • 3.RI.1.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Level 2)
    • 3.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). (Level 3)
    • 3.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Level 3) 3.L.1.1i Use coordinating and subordinating conjunctions. (Level 2)
    • 3.L.1.1j Produce simple, compound, and complex sentences. (Level 2)
    • 3.W.1.3a Narrative Writing: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (Level 3)
    • 3.W.1.3b Narrative Writing: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (Level 3)
    • 3.W.1.3c Narrative Writing: Use temporal words and phrases to signal event order. (Level 3)
    • 3.W.1.3d Narrative Writing: Provide a sense of closure. (Level 3)
    • 3.RF.3.3c Decode multisyllabic words (short vowels: a, e, i, o, u; long a: ay, ai, a_e, ea, eigh, ei, ey). (Level 1)
    • 3.RF.4.4 Read with sufficient accuracy and fluency to support comprehension (expression, rate). (Level 2)
    • 3.RF.4.4a Read on-level text with purpose and understanding (inflectional endings, final e, drop final e). (Level 2)
    • 3.RF.4.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression (word families, phrasing, accuracy). (Level 2)
    • 3.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary (compound words). (Level 2)

     

     

    Know:

     Characters        Main Idea      Sequence Traits     Support Connection     Motivations       Key Details      Comparison Feelings     Cause & Effect       Sequence Events

    Actions       Contribute Story     Coordinating Simple Literal Conjunction     Compound     Non-Literal Subordinating Complex Phrases     Context         Narrator

    Dialogue     Temporal Words      Closure 

     

    Do:

    • Describe characters in a story
    • Explain how the characters’ actions contribute to the sequence of events
    • Determine the main idea of a text
    • Recount the key details
    • Explain how they support the main idea
    • Describe the connection between sentences and paragraphs in a text
    •  Use coordinating and subordinating conjunctions
    • Produce simple, compound, and complex sentences
    • Distinguish the literal and nonliteral meanings of words and phrases in context
    •  Identify domain specific words and phrases in a text
    •  Establish a situation
    • Introduce a narrator and/or characters
    • Organize an event sequence that unfolds naturally
    • Use dialogue to develop experiences and events or show the response of characters to situations 
    • Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
    •  Use temporal words and phrases to signal event order (sequence)
    • Provide a sense of closure

     

     

     

     October 3 - November 11

    Unit 2: Prove It

    Key Learning Statement (Understanding): I can use text evidence to determine different point of views in a text.

    Unit Essential Question: How do I use text evidence to determine different point of views in a text?

     

    Standards:

    • 3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Level 2)
    • 3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. (Level 3)
    • 3.RI.2.6 Distinguish their own point of view from that of the author of a text. (Level 2)
    • 3.L.1.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Level 2)
    • 3.L.1.1c Form and use regular and irregular plural nouns. (Level 2)
    • 3.L.1.1d Use abstract nouns (e.g., childhood, friendship, courage). (Level 2)
    • 3.L.1.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (Level 1)
    • 3.L.2.3a Choose words and phrases for effect. (Level 3)
    • 3.L.2.3b Recognize and observe differences between the conventions of spoken and written standard English. (Level 3)
    • 3.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Level 3)
    • 3.W.1.2a Informative Writing: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (Level 3)
    • 3.W.1.2b Informative Writing: Develop the topic with facts, definitions, and details. (Level 3)
    • 3.W.1.2c Informative Writing: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (Level 3)
    • 3.W.1.2d Informative Writing: Provide a concluding statement or section. (Level 3)

    Know:

     

    • Myth
    • Point of View
    • Author’s Point of View
    • Folktales
    • Narrator
    • Central Message
    • Character Fable
    • Lesson
    • Moral
    • Key Details
    • Diverse Culture
    • Function
    • Regular
    • Plural
    • Abstract
    • Nouns
    • Reference Materials
    • Adverbs
    • Irregular Plural
    • Dictionaries
    • Nouns
    • Pronouns
    • Verbs
    • Adjectives

     

    Do:

     

    • Recount stories (including fables, folktales, and myths) from diverse cultures
    • Determine the central message, lesson, or moral
    •  Explain how the central message, lesson, or moral is conveyed through key details
    • Distinguish between their own point of view from that of the narrator or the characters
    • Express their own thoughts about the information they have read
    • Distinguish their own point of view from that of an author of a text
    •  Distinguish the literal and nonliteral meanings of words and phrases in context
    • Identify domain specific words and phrases in a text
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
    • Form and use regular and irregular plural nouns
    • Use abstract nouns
    • Access reference materials

     

     

     

    November 14 - January 13

    Unit 3: Tell It Like It Is

    Key Learning Statement (Understanding): 1. I can use strategies to determine the main idea and supporting details in a text.

    2. I can describe the character’s attributes and actions as they contribute to the sequence of events in a story.

    Unit Essential Question: What strategies do I use to determine main and supporting details in a text?

    Standards:

     

    • 3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (Level 2)
    • 3.RI.1.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Level 2)
    • 3.RI.2.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Level 2)
    • 3.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). (Level 3)
    • 3.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (Level 3)
    • 3.L.1.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Level 2)
    • 3.L.1.1c Form and use regular and irregular plural nouns. (Level 2)
    • 3.L.1.1f Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (Level 2)
    • 3.L.1.1g Ensure subject-verb and pronoun-antecedent agreement. (Level 2)
    • 3.L.1.2a Capitalize appropriate words in titles. (Level 1)
    • 3.L.1.2b Use commas in addresses. (Level 1)
    • 3.L.1.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).(Level 1)
    • 3.W.1.1a Opinion Writing: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons (Level 2)
    • 3.W.1.1b Opinion Writing: Provide reasons that support the opinion. (Level 2)
    • 3.W.1.1c Opinion Writing: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (Level 2)
    • 3.W.1.1d Opinion Writing: Provide a concluding statement or section. (Level 2)

     

    Know:

    • Character
    • Main Idea
    • Text Features
    • Sequence Traits
    • Recount
    • Search Tools
    • Cause & Effect
    • Motivations
    • Key Details
    • Hyperlinks
    • Connection Feelings
    • Support Topic Comparison
    • Contribute Locate
    • Actions
    • Side Bar
    • Sequence
    • Key Words
    • Events
    • Information
    • Story

    Do:

    • Describe characters in a story
    • Explain how the characters’ actions contribute to the sequence of events
    • Determine the main idea of a text
    • Recount the key details
    • Explain how the key details support the main idea
    •  Use text features and search tools
    • Locate information relevant to a topic efficiently
    • Describe the connection between sentences and paragraphs in a text
    • Identify real-life connections between words and their use

    January 16 - February 24

    Unit 4: Similarities and Differences 

    Key Learning Statement (Understanding): I can use strategies to compare and contrast different genres (poems, dramas, fables, folktales, and myths).

    Unit Essential Question: What strategies can I use to compare and contrast literary and informational text?

    Standards:

    • 3. RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Level 2)
    • 3.RL.2.5 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. (Level 2)
    • 3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. (Level 3)
    • 3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Level 3)
    • 3.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). (Level 3)
    • 3.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). (Level 3) 3.L.1.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Level 2)
    • 3.L.1.1e Form and use regular and irregular verbs. (Level 2)
    • 3.L.1.1f Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (Level 2)
    • 3.L.1.1g Ensure subject-verb and pronoun-antecedent agreement. (Level 2) 3.L.1.1i Use coordinating and subordinating conjunctions. (Level 2)
    • 3.L.1.1j Produce simple, compound, and complex sentences. (Level 2)
    • 3.L.1.2c Use commas and quotation marks in dialogue. (Level 1)
    • 3.L.1.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (Level 1) 3.W.1.3a Narrative Writing: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (Level 3)
    • 3.W.1.3b Narrative Writing? Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (Level 3)
    • 3.W.1.3c Narrative Writing: Use temporal words and phrases to signal event order. (Level 3)
    • 3.W.1.3d Narrative Writing: Provide a sense of closure. (Level 3) Language Arts Florida

    Know:

    • Culture
    • Dramas
    • Character
    • Cause & Effect
    • Myth
    • Poems
    • Point of View
    • Concepts
    • Folktales
    • Text
    • Narrator
    • Historical Events
    • Central Message
    • Terms
    • Language
    • Fable
    • Chapter
    • Relationship
    • Lesson
    • Scene
    • Scientific Ideas
    • Moral Stanza
    • Sequence
    • Key Details
    • Successive Diverse Sections

    Do: 

    • Recount stories (including fables, folktales, and myths) from diverse cultures
    • Determine the central message, lesson, or moral
    • Explain how the central message, lesson, or moral is conveyed through key details
    • Refer to parts of stories, dramas, and poems when writing or speaking about a text
    •  Use terms such as chapter, scene, and stanza • Describe how each part builds on earlier sections when discussing or writing about stories, dramas, or poems
    • Distinguish between their own point of view from that of the narrator or the characters
    •  Identify historical events, scientific ideas or concepts, or steps in technical procedures in a text
    •  Identify relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
    • Describe relationships using language that pertains to time, sequence, and cause/effect

    February 27 - April 10

    Unit 5: Digging Deeper

    Key Learning Statement (Understanding): I can determine the different point of views and recognize cause and effect relationships in a text.

    Unit Essential Question: Which strategies can I use to determine point of views and relationships in a text.

    Standards:

    • 3. RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters.
    • 3. RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
    • 3. RI.2.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
    • 3. RI.2.6 Distinguish their own point of view from that of the author of a text. (Level 2) 3. L.1.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • 3. L.1.1g Ensure subject-verb and pronoun-antecedent agreement.
    • 3. L.1.2d Form and use possessives (Level 1) 3. W.1.2a Informative Writing: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    • 3. W.1.2b Informative Writing: Develop the topic with facts, definitions, and details.
    •  3. W.1.2c Informative Writing: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
    •  3. W.1.2d Informative Writing: Provide a concluding statement or section.
    • 3. W.3.7 Conduct short research projects that build knowledge about a topic
    • 3. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

    Knows: 

    • Point of View
    • Cause & Effect
    • Text Features
    • Author’s Point of View
    • Narrator Concepts
    • Search Tools
    • Character
    • Historical Events
    • Hyperlinks
    • Sequence
    • Topic
    • Relationship
    • Side Bar
    • Scientific Ideas
    • Key Words
    • Language
    • Information
    • Locate

    Do:

    Distinguish between their own point of view from that of the narrator or the characters

    • Identify historical events, scientific ideas or concepts, or steps in technical procedures in a text

    • Identify relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

    • Describe relationships using language that pertains to time, sequence, and cause/effect

    • Use text features and search tools

    • Locate information relevant to a topic efficiently

    • Express their own thoughts about the information they have read

    • Distinguish their own point of view from that of an author of a text

    April 17 - May 26

    Unit 6: Research Round Up 

    Key Learning Statement (Understanding): I can use text structure to comprehend multiple genres of text (fables, folktales, poems, and myths).

    Unit Essential Question: How can I use text structure to comprehend multiple genres of text?

    Standards: 

    • 3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Level 2)
    • 3.RL.2.5 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. (Level 2)
    • 3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Level 3)
    • 3.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). (Level 3)
    • 3.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (Level 2)
    • 3.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Level 3)
    • 3.L.1.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Level 2)
    • 3.L.1.1h Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (Level 2) 3.L.1.1j Produce simple, compound, and complex sentences. (Level 2)
    • 3.W.1.1a Opinion Writing: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons (Level 2)
    • 3.W.1.1b Opinion Writing: Provide reasons that support the opinion. (Level 2)
    • 3.W.1.1c Opinion Writing: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (Level 2)
    • 3.W.1.1d Opinion Writing: Provide a concluding statement or section. (Level 2)
    • 3.W.3.7 Conduct short research projects that build knowledge about a topic (Level 4)
    • 3.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (Level 3) 

    Know:

    • Myth
    • Dramas
    • Cause & Effect
    • Sequence
    • Folktales
    • Poems
    • Concepts
    • Cause & Effect
    • Central Text
    • Historical Events
    • Comparison
    • Message Terms
    • Language
    • Connection
    • Fable
    • Chapter
    • Relationship
    • Lesson
    • Scene
    • Scientific Ideas
    • Moral Stanza
    • Sequence
    • Key
    • Successive
    • Details
    • Sections
    • Diverse Culture

     

    Do:

    • Recount stories (including fables, folktales, and myths) from diverse cultures 
    • Determine the central message, lesson, or moral 
    • Explain how the central message, lesson, or moral is conveyed through key details
    • Refer to parts of stories, dramas, and poems when writing or speaking about a text 
    • Use terms such as chapter, scene, and stanza 
    • Describe how each part builds on earlier sections when discussing or writing about stories, dramas, or poems
    • Identify historical events, scientific ideas or concepts, or steps in technical procedures in a text 
    • Identify relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text 
    • Describe relationships using language that pertains to time, sequence, and cause/effect

     

     

     

     

    Social Studies 

    August 8-September 10

    Maps

    Social Studies Key Learning Statement (Understand): Primary/secondary sources and technology can be used to access information.

    Social Studies Unit Essential Question: How can we find valid and reliable information?

    Standards:

    SS.3.A.1.1 – Analyze primary and secondary sources.

    SS.3.A.1.2 – Utilize technology resources to gather information from primary and secondary sources.

    SS.3.A.1.3 – Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.

     

    Know

    SS.3.A.1.1 - primary source, secondary source

    SS.3.A.1.2 – resource

    SS.3.A.1.3 – table, chart, graph, geographic information

    Do

    SS.3.A.1.1  Students will analyze various types of sources such as artifacts, photographs, painting, maps, images, and documents  Compare and contrast primary and secondary sources.  Analyze information about what they read or observe in primary and secondary source.

    SS.3.A.1.2  Utilize technology resources (primarily computer hardware, software, and websites) in order to gather information from or locate primary and secondary sources.  Identify proper search techniques when using a computer and/or proper search engines.

    SS.3.A.1.3  Define terms related to the social studies such as history, geography, civics, government, and economics.

     

    September 12-October 28

    Environmental and Physical Influences

    Social Studies Key Learning Statement (Understand): Primary/secondary sources and technology can be used to access information.

    Social Studies Unit Essential Question: How can we find valid and reliable information?

     

     

    Standards:

    SS.3.A.1.1 – Analyze primary and secondary sources.

    SS.3.A.1.2 – Utilize technology resources to gather information from primary and secondary sources.

    SS.3.A.1.3 – Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.

     

     

    Know

    SS.3.A.1.1 - primary source, secondary source

    SS.3.A.1.2 – resource

    SS.3.A.1.3 – table, chart, graph, geographic information

    Do

    SS.3.A.1.1  Students will analyze various types of sources such as artifacts, photographs, painting, maps, images, and documents  Compare and contrast primary and secondary sources.  Analyze information about what they read or observe in primary and secondary source.

    SS.3.A.1.2  Utilize technology resources (primarily computer hardware, software, and websites) in order to gather information from or locate primary and secondary sources.  Identify proper search techniques when using a computer and/or proper search engines.

    SS.3.A.1.3  Define terms related to the social studies such as history, geography, civics, government, and economics

     

     

    October 31-December 16

    Cultures of North America

    Social Studies Key Learning Statement (Understand): People that come from diverse cultures have contributed to the cultures of North America. Social Studies Unit Essential Question: How have different groups contributed to North America’s culture?

     

    Standards:

    Social Studies Standards: SS.3.G.2.6 – Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.

    SS.3.G.4.2 – Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.

    SS.3.G.4.3 – Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean.

    SS.3.G.4.4 – Identify contributions from various ethnic groups to the United States.

     

    Know

    SS.3.G.2.6 – interviews, mental mapping, poems, legends, songs, region, people’s views

    SS.3.G.4.2 – cultures (United States, Canada, Mexico, Caribbean)

    SS.3.G.4.3 – diverse populations (compare)

    SS.3.G.4.4 – ethnic group contributions Do

    SS.3.G.2.6  Describe places and regions throughout the world, based on studying news tories or reading poems, legends, or songs about a region or area.  Explain how they formulated their perceptions of places and regions, whether by traditional learning or other media.  Summarize perceptions of a place or region based on a variety of input from interviews, news stories, poems, legends, and songs.

    SS.3.G.4.2  Describe the various cultures that have settled throughout the United States, Canada, Mexico, and the Caribbean such as Native Americans, Africans, and Europeans.  Identify how various cultures have impacted the United States, Canada, Mexico, and the Caribbean.

    SS.3.G.4.3  Use a variety of maps and/or photographs to compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean.  Compare cultures on a variety of topics, including housing, music, transportation, food, recreation, language, holidays, beliefs and customs.  Recognize the five regions of the United States, as well as boundaries of Canada, Mexico, and the Caribbean and demonstrate a clear awareness of how these populations differ in various cultural characteristics.

    SS.3.G.4.4  Identify contributions to the arts, language, music or traditions from various ethnic groups to the Uninted States, such as Native Americans, Hispanics, Africans, Asians, and Europeans.  Recognize the differences between the various ethnic groups within the United States and match the group to the contribution.

     

    January 2-February 25

     Foundations of Government

    Social Studies Key Learning Statement (Understand): Different elements of maps are useful for understanding information.

    Social Studies Unit Essential Question: How can you use a map to find information?

     

    Standards:

    SS.3.G.1.2 – Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols).

    SS.3.G.1.3 – Label the continents and oceans on a world map.

    SS.3.G.1.5 – Compare maps and globes to develop an understanding of the concept of distortion.

    SS.3.G.1.6 – Use maps to identify different types of scale to measure distances between two places.

    SS.3.G.2.1 – Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica).

    SS.3.G.2.2 – Identify the five regions of the United States.

    SS.3.G.2.3 – Label the states in each of the five regions of the United States

     

    Know

    SS.3.G.1.2 – map elements, coordinate grid, cardinal directions, intermediate directions, title, compass rose, scale, key, legend, symbols

    SS.3.G.1.3 – continents, oceans, world map

    SS.3.G.1.5 – maps, globes, distortion SS.3.G.1.6 – scale, measure distances

    SS.3.G.2.1 – Label countries and commonwealths

    SS.3.G.2.2 – five U.S. regions Regions: Northeast, Southeast, Midwest, Southwest, West Contitents: Africa, Antarctica, Asia, Australia, Europe, America (North / South) Oceans: Atlantic, Pacific, Indian, Arctic, Southern (Antarctic)

    Do

    SS.3.G.1.2  Review basic map elements in order to better understand how to locate regions.  Locate and define various common elements on maps.  Understand how map elements help explain the information contained in the map.  Use map elements to determine the direction and distance between two places on a map.

    SS.3.G.1.3  Students will locate and label the seven continents – Asia, Africa, North America South America, Antarctica, Europe, and Australia – on an unlabeled map.  Locate and label the world’s five oceans – the Pacific, the Atlantic, the Indian Ocean, the Southern Oceans, and the Arctic Ocean – on an unlabeled map.  Identify continents and coeans by shape when shown apart from a complete map.

    SS.3.G.1.5  Use maps and globes to understand what the concept of distortion means in geography and cartography.  Compare the effects and extent of distortionon maps with how it affects globes.

     

    February 27-April 22

    Levels of Government

    Social Studies Key Learning Statement (Understand): There are different levels of government in the United States.

    Social Studies Unit Essential Question: How do citizens participate in government?

    Social Studies Standards: SS.3.C.2.1 – Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. SS.3.C.3.1 – Identify the levels of government (local, state, federal). SS.3.C.3.2 – Describe how government is organized at the local level. SS.3.C.3.3 – Recognize that every state has a state constitution.

     

    Know SS.3.C.2.1 – civility, cooperation, volunteerism, civic virtues SS.3.C.3.1 – levels of government: local, state, federal SS.3.C.3.2 – local government organization SS.3.C.3.3 – state constitution Do SS.3.C.2.1  Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues such as food drives, book drives, community clean-ups, and voting  Identify cooperative individual, group or community efforts that demonstrate an awareness of civic virtues.  Explain how actions demonstrate the traits of cooperation within a community.  Recognize and explain that voting is a form of civic virtue. SS.3.C.3.1  Recognize that the government has local, state, and federal levels and that each one has different responsibilities.  Identify examples of differences between local, state, and federal levels of government. SS.3.C.3.2  Describe how government is organized at the local level such as executive branch (mayor), legislative branch (city commissioner), and judicial branch (county and circuit courts).  Understand that the local level of government has its own unique structure and responsibilities.  Recognize that the three branches of federal government also exist at the local level. (executive, legislative, and judicial) SS.3.C.3.3  Recognize that every state throughout the nation has a state constitution.  Differentiate between a state constitution and the federal constitution.  Recognize the primary ways that a state constitution governs it citizens.

     

    April 24-May 26

    Economics

    Social Studies Key Learning Statement (Understand): Trade is influenced by buyers and sellers.

    Social Studies Unit Essential Question: How does trade differ in North America?

     

    Social Studies Standards:

    SS.3.E.1.1 – Give examples of how scarcity results in trade.

    SS.3.E.1.2 – List the characteristics of money.

    SS.3.E.1.3 – Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

    SS.3.E.1.4 – Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.

     

    Know

    SS.3.E.1.1 – scarcity, trade

    SS.3.E.1.2 – characteristics of money

    SS.3.E.1.3 – buyers and sellers, goods and services, trade or money

    SS.3.E.1.4 – currency

    Do

    SS.3.E.1.1  Use examples to identify how scarcity results in trade such as oil, video games, and food.  Define and apply the word scarcity to a specific situation or scenario.

    SS.3.E.1.2  List the various characteristics of money such as portable, divisible, recognizable, and durable.  Define what qualifies as money ithin a culture.  Recognize the role money plays within a culture.  Explain why certain characteristics of money such as durability and portability are necessary, and they will compare money with other forms of exchange.

    SS.3.E.1.3  Define and apply the terms of buyer, seller, exchange, goods, services, trade, and money.  Understand the relationship between buyers and sellers and the process for exchanging or trading money for goods or services.  Recognize that trade sometimes takes place without the exchange of money.

     

    MATH STANDARDS 

     

    August 10 - September 9

    Unit 1: Pace Value 

    Standards:

    • 3.NBT.1.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
    • 3.NBT.1.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties or operations, and/or the relationship between addition and subtraction. 

    Know: 

     

    • round 
    • estimate 
    • place value (ones, tens, hundreds, thousands) 
    • sum 
    • difference 
    • properties of operations 
    • equation 
    • expanded form

    Do: 

    • Use a number line to support answers when rounding. 
    • Use place value to round numbers to the nearest 10 or 100. 
    • Fluently add or subtract within 1000 using multiple strategies and algorithms. (Decompose/Compose using place value strategies) 
    • Apply associative, commutative, distributive, and inverse properties to add and subtract within 1000. 
    • Use vertical and horizontal forms when adding and subtracting. 
    • Explain a strategy selected to solve a problem. (See Number Talks resource bk.)

     

     September 12 - November 11

    Unit 2: Multiplication and Division Strategies

    Standards:

    • 3.OA.1.1 – Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5x7. 
    • 3.OA.1.2 – Interpret whole-number quotients of whole number e.g., interpret 56÷8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56÷8. 
    • 3.OA.1.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 
    • 3.OA.1.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 =_ ÷ 3, 6 x 6 = ?.
    • 3.OA.2.5 – Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 
    • 3.OA.2.6 – Understand division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8. 
    • 3.OA.3.7 – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5=40, one knows 40÷5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 
    • 3.OA.4.8 – Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 
    • 3.OA.4.9 – Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 
    • 3.NBT.1.3 – Multiply one-digit whole numbers by multiples of 10 in the range of 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

    Know: 

     

    • groups of 
    • equal groups, group size 
    • proportioned equally 
    • operation 
    • multiply, product, factor, multiple 
    • times as many 
    • divide, dividend, divisor, quotient 
    • equation 
    • inverse operations
    • unknown  
    • properties
    • identity property of multiplication: zero property of multiplication, commutative property of multiplication, distributive property, and associative property of multiplication  
    • patterns ( Ex: even x even = even, etc.)
    • arrays

     

    Do:

     

    • Use manipulatives to demonstrate equal groups and arrays. 
    • Represent expressions using various objects, pictures, words and symbols in order to develop their understanding of properties. 
    • Interpret products and quotients of whole numbers (e.g.5x7 is 5 groups of 7 objects, 56÷8 is 56 objects partitioned into 8 shares). 
    • Solve word problems up to 100 using multiplication and division, involving equal groups or shares, arrays, drawings, and symbols for unknown numbers. 
    • Use multiple strategies to fluently multiply and divide within 100. 
    • Multiply 1-digit numbers by multiples of 10 in the range of 10-90 using multiple strategies. NOTE: DO NOT teach the zero trick! Instead, teach 9 x 80 is equal to 9 x 8 tens = 72 tens.
    • Find the missing number in the multiplication and division equation. (e.g., 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?) See Table 2 for common situations for multiplication and division at the end of this curriculum map. 
    • Use repeated subtraction with equal groups. 
    • Explore the inverse operation of multiplication and division using manipulatives. 
    • Identify patterns in multiplication and addition. 
    • Identify patterns in an addition table or multiplication table. 
    • Apply the commutative property of multiplication (e.g., 6 x 4 = 24, 4 x 6 = 24). 
    • Apply the associative property of multiplication (e.g., 3 x 5 x 2 is 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 10 x 3 = 30). 
    • Apply the distributive property 8 x 5 = 40 and 8 x 2 =16 is 8 x 7 as 8 x (5 + 2)=(8 x 5)+(8 x 2)=40 + 16 = 56. See Table 3 for a description of each of the properties at the end of this curriculum map. 
    • Use mental math to estimate an answer and check for reasonableness. 
    • Know from memory all products of two one-digit numbers by the end of Grade 3. 
    • Solve two-step word problems using the four operations. 
    • Investigate how the order of operations might change the answer when given an equation.

     

     

     

    November 14 - December 2

    Unit 3: Area and Perimeter 

    Standards:

     

    • 3.MD 3.5 – Recognize area as an attribute of plane figures and understand concepts of area measurement.  
      1. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
      2. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
    • 3.MD.3.6 – Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units). DOK 1 3.MD.3.7 – Relate area to the operations of multiplication and addition.  

     

      1. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
      2. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
      3. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
      4. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

     

    • 3.MD.4.8 – Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

     

    Know: 

    • square inch, square foot 
    • non-standard unit 
    • tiling 
    • recti-linear (polygon that has all right 
    • angles, e.g., L-shaped or T-shaped) 
    • gap 
    • overlap 
    • length, width 
    • base, height 
    • perimeter 
    • linear
    • polygon
    • side length
    • unit of measure
    • area
    • square unit (sq units)/unit square
    • square centimeter
    • square meter
    • distributive property
    • plane figures

    Do: 

    • Strategically use tools such as geoboards, tiles, and graph paper to find all the possible rectangles that have a given perimeter. 
    • Add the sides of a variety of shapes to determine the perimeter. 
    • Use pictures to find the unknown side lengths or widths of polygons 
    • Fill a region with square tiles to determine the area. 
    • Use graph paper to depict the area of a shape. 
    • Use skip counting and multiplication to determine the number of squares in the array. 
    • Use square tiles to represent how different shapes can have the same area. 
    • Use area models to represent the distributive property (e.g., lengths a and b + c is the sum of a x b and a x c). 
    • Explain why multiplying the side lengths of a rectangle gives the same measurement of area as counting the number of tiles with the same unit length (e.g., one length tells how many unit squares in a row, and the other length tells how many rows there are). 
    • Decompose a figure to find an area (rectilinear). 
    • Compare polygons that have the same perimeter but different area. 
    • Compare and analyze polygons that have the same area but different perimeters. 
    • Justify solutions using words, diagrams, or pictures. 
    • Solve real world and mathematical problems involving area and perimeter of polygons.

    December 5 - January 13

    Unit 4: Geometry

    Standards:

    • 3.G.1.1 – Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
    • 3.G.1.2 – Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

    Know:

    • angle, right angle
    • greater than a right angle
    • less than a right angle
    • rhombus
    • quadrilateral
    • parallelogram
    • polygon
    • triangle
    • trapezoid
    • unit fraction
    • equal side lengths

    Do: 

    • Classify shapes as quadrilaterals by examining their attributes. 
    • Classify squares, rectangles, and rhombuses as quadrilaterals. 
    • Classify shapes that fit certain categories, such as, equal side lengths, same number of sides, 4 right angles, etc. 
    • Draw examples of quadrilaterals that are not in the subcategories (such as: rhombi, rectangles and squares). 
    • Partition shapes into 1/2 , 1/3 , 1/4 , 1/6 , and 1/8 and express as halves, thirds, fourths, sixths and eighths. 
    • Partition a shape into equal parts that all have the same area. 
    • Partition a shape into parts with equal areas in several different ways.

    January 17 - February 24

    Unit 5: Frations

    Standards:

    • 3.NF.1.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 
    • 3.NF.1.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram.
      1. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
      2. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
    • 3.NF.1.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
      1. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
      2. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
      3. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
      4. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

    Knows: 

    • equal parts
    • whole, halves, thirds,
    • fraction greater than 1 whole
    • fraction fourths, sixths, and eighths
    • visual fraction models
    • numerator
    • equal distance (intervals on a number line)
    • number lines 
    • denominator  
    • unit fraction (fraction with a numerator of 1)
    • compare (using greater than > and less than < symbols)

    Do:

    • Partition a whole into equal parts.
    • Understand that a fraction is part of a whole or part of a group.
    • Represent a fraction on a number line and label the intervals.
    • Use a variety of models to represent fractions.
    • Identify a unit fraction.
    • Write whole numbers as fractions (4/4, 8/8, 2/1, 4/2, 6/3).
    • Understand equivalent fractions using visual fraction models and number lines.
    • Understand equivalent fractions using reasoning skills without the use of models.
    • Compare two fractions with the same numerator or the same denominator. o Compare shaded models of two fractions o Compare unshaded (left over) areas of two fractions.  Ex. 2/3 compared to ¾ is also 1/3 away from 1 whole compared to ¼ away from 1 whole
    • Recognize that comparisons are valid only when the two fractions refer to the same whole. (e.g. ½ of a small pizza is not equal to ½ of a large pizza.)
    • Record the results of comparisons with the symbols <, >, =.
    • Justify conclusions when comparing two fractions using a visual fraction model.

    Feburary 27 - April 7

    Unit 6: Time, Measurement, Data

    • 3.MD.1.1 – Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
    • 3.MD.1.2 – Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 
    • 3.MD.2.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 
    • 3.MD.2.4 – Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 

    Know: 

    • frequency table 
    • data 
    • key 
    • horizontal bar graph 
    • vertical bar graph 
    • time interval (elapsed time) 
    • kilogram (kg) 
    • liter (l)
    • line plot
    • halves
    • quarters
    • liquid 
    • volume
    • mass
    • metric
    • gram (g)
    • picture graph
    • data set
    • inch/inches
    • scale
    • fourths
    • minutes
    • quarter after (:15) 
    • quarter before (:45)

     

    Do:

    • Draw a scaled picture graph to represent data using several categories. 
    • Draw a scaled bar graph to represent data using several categories. 
    • Solve one- and two-step word problems using “how many more” and “how many less”. 
    • Collect data, analyze data and interpret data that is relevant to their lives (e.g., A class survey on their favorite subject, favorite meal, sports, siblings, pets). 
    • Construct and interpret horizontal and vertical bar graphs using various scale intervals. (ex. Going up by 2’s, 5’s, 10’s, etc.) 
    • Generate a line plot using measurement data  Show data in a line plot, where the horizontal scale is marked off in appropriate units (whole numbers, halves, quarters). 
    • Tell and write time to the nearest minute.  Use clock models and number lines to solve addition and subtraction word problems with time intervals. 
    • Measure objects using rulers marked with ½ and ¼ inch. 
    • Measure and estimate multiple objects’ mass using gram and kilogram. 
    • Measure and estimate liquid volume using liters. 
    • Identify multiple objects that weigh about 1g, 5g, 10g (e.g., five different pieces of candy that all have the same weight).
    • Partition larger units into smaller equivalent units. 
    • Use the four operations to solve word problems with mass and volume.

    NOTE: Students DO NOT need to do conversions between units of measure