English Language Arts

3rd Grade

Curriculum Map

Purpose of the Curriculum Map

The English Language Arts Curriculum Map is a tool for organizing what students should know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the Common Core State Standards for English Language Arts. As you can imagine, a two- dimensional map cannot capture the rich, multi-dimensional curriculum we teach. In fact, the ELA Common Core State Standards themselves define what is most essential, they do not describe all that can or should be taught. Nonetheless, the documents serve as a tool that can guide teachers to plan and pace instructional experiences in order to ensure a guaranteed and viable curriculum for all students.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The K-12 grade-specific standards define end-of-year expectations

and a cumulative progression designed to enable students to meet

college and career readiness expectations no later than the end of

high school. Students advancing through the grades are expected to

meet each year’s grade –specific standards, retain or further develop

skills and understanding mastered in preceding grades.

Common Core State Standards for English Language Arts & Literacy

in History/Social Studies, Science, Technical Subjects

Organization and Use of the Curriculum Map

The ELA Curriculum Map is organized into 4 sections: Systematic &

Explicit Literacy Instruction, Writing and Language Development,

Content Literacy & Inquiry, and Research Projects. The standards are

organized within the sections in order to serve as a guide for

teaching, planning, and pacing focused on the selected standards in

each quarter. Each section includes a focus on the strands of the ELA

CCSS. The organization of the ELA CCSS Strands within the SLPS

Curriculum Map is illustrated below:

Systematic & Explicit Literacy

Instruction

Writing and Language

Development

Content Literacy & Inquiry

Research Projects

*Reading Literature *Reading Informational Text *Reading Foundational Skills *Speaking and Listening

* Writing *Language

*Reading Informational Text *Language *Speaking and Listening *NGSSS (Science/Social Studies)

*Writing *Speaking and Listening

While the Standards and the Curriculum Map are divided into these

sections for conceptual clarity, the processes are closely connected.

The Standards delineate specific expectations within these strands;

each need not be a separate focus for instruction and assessment.

Often several standards can be addressed by a single rich task.

Florida Coding Schema

Scales & Checklists

Scales are utilized as instructional resources in order to monitor and

track student progress and mastery of the ELA Common Core State

Standards. Scales are matched to the instructional target identified by

the teacher that is most closely aligned to the content of the text.

Scales may be posted/provided for a unit, week, or daily instruction

depending on data and learning target.

3rd Grade Scales

Checklists are utilized as instructional resources in order to monitor

and track student progress and mastery of the ELA Common Core

State Standards. Checklists are located in the instructional resources

sections of Foundational Skills, Language, and Speaking & Listening.

3rd Grade Checklists

Grade 3 English Language Arts Curriculum Map

PARCC Grade 3 Model Content Framework

The Common Core State Standards call for students in grade 3 to proficiently read grade-appropriate complex literature and informational text (RL/RI.4.10) such that they can ask and answer questions by referring explicitly to a text (RL/RI.1.1). Students delve deeply into texts to uncover both the central message and supporting details, identifying the logical connections between sentences and paragraphs in a text. They can compare and contrast two or more works with the same topic, author, or character, describing the traits, motivations, and feelings of characters or how ideas relate to one another. Additional Standards for Reading Literature (RL.2-9) and Standards for Reading Informational Text (RI.2-9) offer detailed expectations for student academic performance in preparation for college and careers. Helping students understand what they read is a crucial element of grade 3. Students in grade 3 use these emerging skills to negotiate multisyllabic words, which in turn increases their fluency and confidence when reading new and unfamiliar material. Students emerge from grade 3 with an ever-expanding academic vocabulary that they use in their writing and speaking.

In support of the reading standards, students are taught to ask questions of a speaker or classmate to deepen understanding of the material covered. Students read aloud fluently and offer appropriate elaboration on the ideas of classmates, building on what has been said before.

Students develop and organize writing in a manner appropriate to the task and purpose and to write routinely for a range of timeframes and contexts. Gaining expertise at writing narratives teaches students to describe accurately what happened and helps them recognize and select the most relevant information when reading. Students’ readings of history and science texts provide models of connecting and sequencing ideas when writing to inform/explain or to express an opinion. In all student writing experiences, the use of specific facts and descriptive details is emphasized, as is correct spelling and punctuation.

The Grade 3 Content Framework outlines the guiding principles/practices of integrated literacy.

Systematic & Explicit Literacy

Instruction

Reading Complex Text

RL.10 & RI.10

Cite Evidence

RI.1 & RL.1

Analyze Content

RL.2-9 & RI.2.9

Study & Apply Vocabulary

L.4-6

Conduct Discussions

SL.1-3

Reading Foundational

Skills

Writing & Language

Development

Writing to Texts

W.1-6 & W.9-10

Routine Writing

Develop & Convey

Understanding

2 Analyses Focus on

Opinions & Informing/ Explaning

1-2 Narratives Convey

Experiences, Events, and/or

Procedures

Study and Apply

Grammar

Content Literacy &

Inquiry

Reading Complex Text Focused on

NGSSS for Science & Social

Studies

Cite Evidence RI.1

Analyze Content

RI.2-9

Study & Apply Domain-Specific

Vocabulary

Content Discussions

SL.1-3

Inquiry & Class Activities to

Support Understanding

of the Topic

Research Projects

Integrate Knowledge

from Sources when

Composing

Reporting Findings

SL.4-6

Grade 3 Content Framework

Explicit Literacy Instruction Utilizing Grade Level Complex Text

Systematic & Explicit LIteracy Instruction

Read Complex Text

Cite Evidence

Analyze Content

Conduct Discussions

Study and Apply

Vocabulary

Reading Foundational

Skills

When designing

learning

experiences for

students, grade-

level complex text

should be utilized

where students are

to cite evidence

when analyzing

content and

participating in

discussions about

text. Vocabulary is chosen in

order to develop

students’ use and

understanding of grade

appropriate terms.

Instruction of

foundational skills is

focused on word

analysis in order to

build student fluency

when reading grade-

level text.

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 3, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and

learning experiences.

LACC.3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LACC.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for understanding.

Systematic & Explicit Literacy Instruction Reading Complex Texts:

Exposing students to grade-level texts of appropriate complexity lies at the heart of the Common Core State Standards. The module reflects the balance of 50 percent informational text and 50 percent literature that students are expected to read, including reading in ELA, science, social studies, and the arts.

LACC.3.RL.4.10 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. LACC.3.RI.4.10 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.

Five to nine short texts from across the curriculum: Selections would include short texts from across the curriculum of sufficient complexity for close reading (with emphasis on myths/fables) that would allow students to draw evidence from the texts and present their analyses in writing as well as through speaking. Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study. (Shorter texts can be chosen from Journeys, Science Fusion, DBQ, Appendix B, Etc.) *Each Unit of Journeys has a theme. Within the unit of Instruction there are 5 main selections and 5 paired selections to deepen students understanding of the theme. Leveled readers, Science Fusion Instructional Materials, DBQ, and Appendix B resources can provide additional text support for building knowledge and understanding of the Journeys theme.

One extended text:

This should be an extended, full-length work of literature (such as a novel or a

play) or longer informational text. Like the others, this text would be aligned

with the complexity and range specifications of the standards. As with shorter

texts, students would perform a close, analytic reading of the extended text;

compare and synthesize ideas across other related texts; conduct text-focused

discussions; and produce written work aligned with the standards.

Analyze Content:

The content of each text should determine which standards (RL/RI.2-9) to target, allowing teachers to focus instruction and ensure

that all the standards have been taught by the end of the year.

LACC.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. LACC.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. LACC.3.RL.2.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. LACC.3.RL.2.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, science, and stanza; describe how each successive part builds on earlier sections. LACC.3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. LACC.3.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). LACC.3.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

LACC.3.RI.1.2 Determine the main ideas of a text; recount the key details and explain how they support the main idea. LACC.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. LACC.3.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 3 topic or subject area. LACC.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. LACC.3.RI.2.6 Distinguish their own point of view from that of the author of a text. LACC.3.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). LACC.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). LACC.3.RI.3.9 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Study and Apply Vocabulary:

Focus vocabulary instruction on words that students would be encouraged to use in writing and speaking. Students should be given 5–10 Tier 2 academic words per week for each text. Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’

meaning(s) and use the words effectively when writing and speaking.

LACC.3.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a.) Use sentence-level context as a clue to the meaning of a word or phrase. b.) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless, heat/preheat). c.) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d.) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

LACC.3.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a.) Distinguish the literal and nonliteral 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). LACC.3.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Conduct Discussions:

Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a.) Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b.) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c.) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d.) Explain their own ideas and understanding in light of the discussion.

LACC.3.SL.1.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Foundational Skills:

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components

of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach

students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

LACC.3.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a.) Identify and know the meaning of the most common prefixes and derivational suffixes. b.) Decode words with common Latin suffixes. c.) Decode multi-syllable words. d.) Read grade-appropriate irregularly spelled words.

LACC.3.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

a.) Read grade-level text with purpose and understanding. b.) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c.) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing and Language Development

Writing to Texts

Routine Writing

2 Analyses

1-2 Narratives

Study and Apply Grammar

Writing and Language Development

Writing to Texts:

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying and conveying real or imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational

sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

The balance of student writing should be 65 percent analytical (30 percent opinions and 35 percent to explain/inform) and 35 percent narrative with a mix of

on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.

Routine Writing:

Repeated opportunities to write responses, such as short constructed-responses to text-dependent questions, which build content knowledge and provide opportunities for reflection on a specific aspect of a text or texts; routine writing include quick writes, logs, journals, dialectical notebooks, and many other types

of low-stakes writing.

LACC.3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a.) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure 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.

LACC.3.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 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.

LACC.3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b.) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c.) Use temporal words and phrases to signal event order. d.) Provide a sense of closure.

LACC.3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. LACC.3.W.2.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Analytical Writing (2 per Quarter):

Writing that places a premium on using evidence while demonstrating logical integration and coherence in order to inform/explain, convey an opinion, advance

an argument, or simultaneously meet a combination of these purposes. Notably, narrative elements may also be included in analytic writing, but informative/explanatory or opinion/argumentative elements must be included for a piece to be considered analytic writing.

These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing

teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read.

LACC.3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a.) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure 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.

LACC.3.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 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.

LACC.3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. LACC.3.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing LACC.3.W.2.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Narratives (1-2 per Quarter):

From the importance of organization to the nuance of word choice, shaping narratives that reflect real or imagined experiences or events provide an additional opportunity for students to reflect on and to emulate what they have read. Narrative writing takes two distinct forms: narrative story and narrative description.

The narrative story about real or imagined situations and characters uses time as its deep structure. Such writing includes the subgenres of creative fiction, as

well as memoirs, anecdotes, biographies, and autobiographies.

The narrative description differs from the narrative story in that it is used to create for the reader a vivid impression of a person, phenomenon, event, or procedure under study.

Narrative writing offers students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their

understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative

descriptions.

LACC.3.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b.) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c.) Use temporal words and phrases to signal event order. d.) Provide a sense of closure.

LACC.3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. LACC.3.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing LACC.3.W.2.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Study and Apply Grammar:

While grammar is meant to be a normal, everyday part of what students do, students should be taught explicit lessons in grammar as thy read, write, and speak.

LACC.3.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b.) Form and use regular and irregular plural nouns. c.) Use abstract nouns (e.g., childhood).

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.* g.) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h.) Use coordinating and subordinating conjunctions. i.) Produce simple, compound, and complex sentences.

LACC.3.L.1.2 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.

LACC.3.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.) Choose words and phrases for effect.* b.) Recognize and observe differences between the conventions of spoken and written Standard English.

Content Literacy Instruction & Inquiry

Reading Complex Text focused on NGSSS for

Science & Social Studies

Cite Evidence

Analyze Content

Content Discussion

Study and Apply Domain-Specific

Vocabulary

Inquiry & Class Activities to Support

Understanding of Topic When

designing

learning

experiences

for students,

grade-level

complex text

should be

utilized,

focused on

specific NGSSS

in Science and

Social Studies,

where

students are

to cite

evidence

when

analyzing

content and

participating

in discussions

about text.

Vocabulary is

chosen in order to

develop students’

use and

understanding of

grade appropriate

content.

Inquiry, labs, and

class activities are

developed in order

to deepen student

understanding of the

content read.

Content Literacy & Inquiry

Reading Complex Text Focused on NGSSS for Science:

Science text often presents students with particular roadblocks to learning because the vocabulary is technical, the text is filled with symbols and formulas and it is often written in an expository style.

Reading Complex Text Focused on NGSSS for Social Studies:

Students’ success with social studies text requires them to have not only basic level skills such as the ability to build contextual select main ideas and details, but also the ability to use higher order thinking skills to analyze text format and structure, evaluate perspective and sources, and synthesize across multiple texts.

LACC.3.RI.4.10 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.

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 3, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and learning experiences.

LACC.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for understanding.

Analyze Content: Explicit teaching and modeling of the NGSSS Science Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to gain knowledge from challenging texts that use diagrams and data to convey information and illustrate concepts.

Analyze Content: Explicit teaching and modeling of the NGSSS Social Studies Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to learn facts, understand context and relationships, and make connections from differing periods of history to current events.

3rd Grade Science Scope and Sequence

The Practice of Science

Unit 1: Matter

Unit 2: Energy

Unit 3: Earth

Unit 4: Living Organisms: Organization and Development

3rd Grade Social Studies Scope and Sequence

Topic of Study: Social Sciences, Maps and Globes

Topic of Study: The United States and Its Neighbors

Topic of Study: Economics

Unit 5: Interdependence

Unit 6: Living Organisms: Diversity and Evolution Earth Structures

HIV Lessons

Topic of Study: Government and Politics

Study & Apply Domain- Specific Vocabulary:

Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

LACC.3.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Content Discussion:

Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a.) Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b.) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c.) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d.) Explain their own ideas and understanding in light of the discussion.

LACC.3.SL.1.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Inquiry & Class Activities to Support Understanding of the Topic:

Lab experiences provide students with an opportunity to learn and remember some of the abstract vocabulary found in science text. Lab experiences also provide an opportunity for students to make the reading/writing connection through the recording of observations, predictions, and developing hypotheses. Inquiry-based science encourages students to use higher order thinking skills and conduct investigations. Students need support with selecting tools, such as graphic organizers or learning logs, to collect information from text or experiments as they search for answers. Organizing their findings and thoughts through writing helps students summarize, synthesize, and reflect on what they have read or discovered during their investigative methods.

Inquiry & Class Activities to Support Understanding of the Topic:

Class activities should support the reading/writing connection and help students move from a basic understanding of historical concepts, bias, issues of equality, and differing points of view. Instruction should transition from a focus of the ELA CCSS for Informational Text to writing opinion and argumentative essays supported by students’ understanding of the topic. By writing about the information collected during reading of social studies texts, students have the opportunity to clearly define their thinking and understanding.

3rd Grade Science Scope and Sequence

3rd Grade Social Studies Scope and Sequence

Research Project: Students should compose one extended project that uses research to address a significant topic, problem or issue. This task should entail integrating knowledge about a topic drawn from one or more of the texts used during the Quarter, taking brief notes on sources, and sorting evidence into provided categories. Students can present their findings in a variety of modes in both informal and more formal contexts. Ongoing incorporation of research for shorter tasks should also be a regular component of instruction.

LACC.3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a.) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure 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.

LACC.3.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 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.

LACC.3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Research Projects

Integrate Knowledge from Sources

Reporting Findings

Student use

research and

one or more of

the texts used to

address a topic,

problem, or

issue.

Students

present

findings in a

variety of

formal and

informal

modes.

LACC.3.W.2.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up) LACC.3.W.2.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. LACC.3.W.3.7 Conduct short research projects that build knowledge about a topic. LACC.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. LACC.3.SL.2.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. LACC.3.SL.2.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. LACC.3.SL.2.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SLPS K-5 Integrated Literacy Routine

SLPS K-5 Integrated Literacy Routine Support Manual

Grade 3 NGSSS Test Specifications