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

       

       Unit One and embedded throughout the year:

      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

       

       
     Science: 
    First Quarter
    SC.3.N.1.1 - Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
    SC.3.N.1.3 - Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
    SC.3.N.1.4 - Recognize the importance of communication among scientists.
    SC.3.N.1.5 - Recognize that scientists question, discuss, and check each other's evidence and explanations.
    SC.3.N.1.6 - Infer based on observation.