Third Grade Curriculum Map
English Language Arts
Time
Frame
August
Objective/
I can statement
I can define suffix and prefix.
I can identify common prefixes and
suffixes ( un-, re-, pre-, er-,-est, -ful,
I can explain the meaning of
common prefixes and suffixes and
understand how they change the
meaning of the root word.
I can determine the meaning of
words with common Latin suffixes
(able, ment, tion)
I can break apart words into syllable
segments to help me decode words I
do not know.
I can recognize irregularly spelled
words (rule breakers)
I can read irregularly spelled words
without having to sound them out.
I can read grade-level text fluently
and show comprehension through
voice, timing, and expression.
I can recognize when a word I have
read does not make sense within the
text.
I can self- correct misread or
misunderstood words using context
Vocab.
Prefix,
Suffix,
Root word,
Syllable,
Decode,
Irregular,
Fluency,
Context clue,
Noun, pronoun, verb,
adjective, adverb,
regular/irregular plural
noun, abstract noun,
regular/irregular verb,
verb tense, antecedent,
comparative
adjective/adverb,
superlative
adjacent/adverb,
coordinating conjunction,
subordinating
conjunction, simple
sentence, compound
sentence, complex
sentence,
Title, address, dialogue,
speaker tag, possessives,
Base word, suffix,
Essential Questions
Domain, Cluster,
and Learning
Goals
How do sounds and
letters create words?
READING
FOUNDATIONS
When a word doesn’t
make sense, what can I
do?
Phonics and Word
Recognition
RF.3.3 a-d
What do good readers
do?
Fluency
RF.3.4 a-c
Notebook
Why does fluency
matter?
LANGUAGE
Conventions of
Standard English
L.3.1 a-i
L.3.2 a-g
Reading book
Why do the rules of
language matter?
Communicating clearly:
What does it take?
What makes
collaboration
meaningful?
Making meaning out of
a variety of sources:
What will help?
SPEAKING AND
LISTENING
Comprehension and
Collaboration
SL.3.1
SL.3.3
LITERATURE
Integration of
knowledge and
ideas
Resources
Notes Notebook
Journal
Reading Writers
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
clues.
I can reread with corrections when
necessary.
resource,
Discussion, connection,
Presentation, detail,
elaborate,
RL.3.7
2. Grammar
Jammer
I can read fluently ( easy, smooth,
and automatic).
WR Reading Skill
Builders
I can define noun(person, place,
thing, idea) and pronoun ( a word
that takes place of a noun) and
explain how they function in a
sentence.
Reading Centers
Florida Institute
I can define verb (an actin or a state
of being) and explain how it
functions in a sentence.
I can define adjective (a word that
adds meaning to a noun or pronoun)
and adverb ( a word that adds
meaning to a verb, adjective or
other adverb) and explain how they
function in a sentence.
I can define plural (more than one)
and form/use (boy/boys)regular and
irregular plural nouns (mouse/mice)
correctly.
I can define abstract nouns (nouns
that represent an idea, feeling,
emotion, etc) and use them
correctly.
I can explain the difference between
regular verbs (walk, walked) and
irregular verbs ( run, ran) and
form/use them correctly.
I can explain the difference
between simple verb tenses ( past,
present, future) and form/use them
correctly.
I can define subject and verb and
explain that a singular subject needs
a singular verb and a plural subject
needs a plural verb.
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
I can define antecedent ( the word
or group of words a pronoun
replace) and make sure a pronoun
agrees with its antecedent.
I can identify comparative
adjectives/adverbs (formed by
adding –er or more) and superlative
adjectives/adverbs (formed by
adding
–est or most ) and choose the
correct form when writing or
speaking.
I can identify coordinating
conjunctions (for, and, nor, but, or,
yet, so) and subordinating
conjunctions ( after, because, if,
since, while) and use them
correctly.
I can identify and create simple
sentences, compound sentences,
and complex sentences.
I can identify words in a title that
should be capitalized ( first and last
words, nouns, pronouns, verbs,
adjectives, subordinating
conjunctions , prepositions of five or
more letters).
I can identify words in a title that
should not be capitalized (articles,
coordinating conjunctions,
prepositions of four or more letters).
I can use a comma to separate the
city and state in an address.
I can punctuate dialogue correctly
by using commas before/after
speaker tags and placing quotation
marks around spoken words.
I can define possessives (nouns that
own something) and form singular
pissessives (add apostrophe s) and
plural possessives( add and
1.Think Critically
Questions at end of
story
apostrophe after the existing s)
I can spell high-frequency words
correctly.
I can recognize when I need to
double consonants, drop e, or
change y to I and adding suffixes to
base words.
I can write words correctly using
common spelling patterns and
generalizations.
I can identify misspelled words and
use resources to assist me in
spelling correctly.
I can read or study material to be
discussed.
I can list important information
about the topic to be discussed.
I can identify and follow the agreed
upon rules for discussion.
I can ask questions when I do not
understand.
I can stay on topic by making
comments about the information
being discussed.
I can make connections between the
comments of others.
I can explain my own ideas and tell
what I’ve learned from a discussion.
I can ask questions about a
speaker’s presentation when I do
not understand or need more
information.
I can answer questions about a
speaker’s presentation by using
appropriate elaboration and detail.
August
September
I can recount/retell (put into my own
words) stories.
I can define central message, lesson
and /or moral (overall idea an author
is trying to share)
I can explain the central message,
lesson and or moral using key
details from the story.
I can identify characters in the story.
I can describe characters in a story
using physical (outside qualities)
and emotional ( inside qualities)
traits.
I can explain how characters’
actions cause events to occur in a
certain order/sequence.
I can identify illustrations that
support the story.
I can explain how illustrations
contribute (add meaning) to the
words in the story.
Recount, central
message, lesson, moral,
key detail, fable, folktale,
myth, character, physical
traits, emotional traits,
action, event, sequence,
contribute,
What do good readers
do?
Am I clear about what I
just read?
How do I know?
In what ways does
creative choice impact
an audience?
Whose story is it, and
why does it matter?
READING
LITERATURE/READI
NG
INFORMATIONAL
TEXT
Key ideas and
Details
RL.3.2
RL.3.3
Notes Notebook
Journal
Reading Writers
Notebook
Reading book
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
September
I can explain how stories , dramas
and poems are written in different
forms (chapter, scene., stanza).
I can use the terms chapter, scene,
and or stanza correctly when writing
or speaking about parts of a text.
I can descrie how chapters, scenes
and stanzas give the reader
information and work together to
create the story, drama or poem.
I can locate words and details to
answer questions in a text.
I can ask and answer questions
before, during, and after reading a
text.
I can identify the writing style
(opinion, informative,/explanatory,
or narrative) that best fits my task or
purpose.
I can use graphic organizers to
develop my writing ideas.
I can create a piece of writing that
shows my understanding of a
specific writing style.
I can identify information from a text
being read aloud.
I can identify information that is
presented in different
formats(media, charts, graphs,
website, speeches)
I can use the information gathered
to determine the main idea and
support details of a presentation.
I can ask questions about a
speaker’s presentation when I do
not understand or need more
information.
Story, drama, poem,
chapter, scene, stanza,
Details, writing style, task,
purpose, graphic
organizer, Format, main
idea, supporting details,
Presentation, detail,
elaborate,
Author’s choice: Why
does it matter?
What makes a story a
great story?
What do good readers
do?
Am I clear about what I
just read? How do I
know?
Writing Clearly: What
makes a difference?
Final product: What
does it take?
What makes
collaboration
meaningful?
Making meaning out of
a variety of sources:
What will help?
READING
LITERATURE/
INFORMATIONAL
TEXT
Craft and Structure
RL.3.5
Key Ideas and
Details
RL.3.1 (Mid Sept)
Integration of
knowledge and
ideas
RL.3.8????
WRITING
Production and
distribution of
Writing
W.3.4
SPEAKING AND
LISTENING
Comprehension and
Collaboration
SL.3.2
SL.3.3
Notes Notebook
Journal
Reading Writers
Notebook
Reading book
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
I can answer questions about a
speaker’s presentation by using
appropriate elaboration and detail.
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
October
I can use strategies (context clues,
root words, affixes) to determine the
meaning of words and phrases as
they are used in a text.
I can define literal language (it says
what it means) and nonliteral (what
it says is not exactly what it means)
Literal language,
nonliteral language,
context clues,
Affix, root, reference
material,
Author’s choice: Why
does it matter?
What makes a story a
great story?
READING
LITERATURE/
INFORMATIONAL
TEXT
Craft and Structure
RL.3.4
Notes Notebook
Journal
Reading Writers
I can identify literal and nonliteral
language in a text.
I can use context clues to determine
the meaning of literal and nonliteral
language.
I can determine the meaning of
unknown words using contect clues
(definitions, examples,
restatements) in a sentence.
I can recognize and define common
affixes ( un, dis, able, less)
I can break down unknown words
into units of meaning (affix, root) to
determine definitions.
I can determine the meaning of an
unknown word by consulting
reference materials (dictionaries,
glossaries, thesauruses).
When a word doesn’t
make sense, what can I
do?
How do I use what I
know to figure out what
I don’t know?
LANGUAGE
Vocabulary
Acquisition and Use
L.3.4 a-d
Notebook
Reading book
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
October
November
I can determine my opinion or point
of view on a topic or text.
I can create an organizational
structure (chronology, compare and
contrast, cause/effect,
problem/solution) to introduce my
topic and opinion.
I can support my opinion with
reasons and link my reasons with
words and phrases.
I can write an opinion piece with an
introduction, supporting reasons
Opinion, point of view,
organizational structure,
reason, link,
Prewriting strategy,
formulate, draft, revise,
edit,
Pace, visual display,
WRITING
Text Types and
Purpose
W.3.1 (Oct-Mid Nov)
Notes Notebook
Reading Writers
Writing Clearly: What
makes a difference?
Production and
Distribution of
Writing
W.3.5
Final product: What
does it take?
SPEAKING AND
LISTENING
Reading book
What do good writers
do?
What is my purpose
and how do I develop
it?
Journal
Notebook
and a concluding statement/section.
I can use prewriting strategies to
formulate ideas. (graphic
organizers, brainstorming, lists)
I can recognize that a good piece of
writing requires more than one
draft.
I can revise my writing (reading
aloud, checking for
misunderstandings, adding and
deleting details) with the help of
others.
I can edit my writing by checking for
errors in capitalization, punctuation,
spelling, etc.
I can prepare a new draft with
changes that strengthens my
writing.
I can read aloud stories or poems
and use my voice to make them
come to life (adjust the volume of my
voice, make exclamations, change
the pace)
I can speak clearly and at an
understandable pace (speed) when
creating audio recordings and
stories or poems.
I can add visual display
(illustrations, graphs, photos) to
highlight facts and details.
What makes a
presentation “great”?
“What I say” versus
“How I say” , does it
matter?
Presentation of
Knowledge and
Ideas
SL.3.5
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
December
I can identify words or phrases in a
story that bring it to life and create
effect or interest.
I can choose words and phrases to
add effect or interest when writing
or speaking.
I can explain how spoken language
differs from written language.
I can follow standard English rules
when writing.
I can recognize the difference
between general academic words
and phrases and domain specific
words and phrases.
I can acquire and use gradeappropriate academic and domainspecific words/ phrases, including
words that signal and temporal
Effect, spoken language,
written language,
standard English
Temporal, spatial
How does situation
affect meaning?
How does author’s
choice impact an
audience?
When a word doesn’t
make sense, what can I
do?
How do I use what I
know to figure out what
I don’t know?
LANGUAGE
Knowledge of
Language
L.3.3 a-b
Notes Notebook
Vocabulary
Acquisition and Use
L.3.6
Reading Writers
Journal
Notebook
Reading book
ACE Packet
What a good reader
does hand out
relationships.
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
January
February
I can define narrative text and
describe the basic parts of a plot (
introduction, rising action, climax,
falling action, and resolution).
I can introduce the narrator,
characters, and the event/situation
that starts the story.
I can sequence the events in my
story so that one event leads to the
next.
I can use a character’s thoughts,
words, feelings, and actions to
show how events happen and how
characters respond to the events.
I can show changes in time by using
temporal words and phrases
(before, during, after)
I can write a conclusion that
provides a sense of closure (ties up
all the loose ends and leaves the
reader satisfied)
Narrative, plot, narrator,
character, event,
sequence, temporal
word/phrase, conclusion
What do good writers
do?
What’s my purpose and
how do I develop it?
WRITING
Text Types and
Purpose
W.3.3
Notes Notebook
Journal
Reading Writers
Notebook
Reading book
ACE Packet
What a good reader
does hand out
DOL
NM Weekly Selection
Test
CD for Reading Street
1. Big Question
Video
2. Grammar
Jammer
WR Reading Skill
Builders
Reading Centers
Florida Institute
Supplemental Level
Readers (3 Levels)
Decodable Practice
Readers
Supplemental Spelling/
Old Yellow Spelling
book
Graphic Organizer for
Vocabulary
Weekly Readers ACE
** Assessment*
Baseline Group Pre
Test
Fluency Test 2x Month
ACE Comprehension
Checks/Utilizing Rubric
1.Think Critically
Questions at end of
story
May
I can closely read complex grade
level texts.
I can reread a text to find more
information or clarify ideas.
I can use reading strategies ( ask
questions, make connections, take
notes, make inferences, visualize,
reread) to help me understand
difficult complex task.
Reading strategies
What do good readers
do?
Am I clear about what I
just read?
How do I know?
LITERATURE
Range of Reading
and Level of Text
Complexity
RL.3.10
** Assessment*
Baseline Group Post
Test