Third Grade Literacy Guide
3rd
ards (ELA, CCSS)
Grade Three Core Content
Reading: Literature
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text
Complexity
Reading: Informational Text
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text
Complexity
Reading: Foundational Skills
 Print Concepts
 Phonological Awareness
 Phonics and Word Recognition
 Fluency
Grade English Language Arts Common Core State Standards (ELA, CCSS)
Writing
 Text Types and Purposes
 Production and Distribution of
Writing
 Research to Build and Present
Knowledge
 Range of Writing
Speaking and Listening
 Comprehension and Collaboration
 Presentation of Knowledge and Ideas
Language
 Conventions of Standard English
 Knowledge of Language
 Vocabulary Acquisition and Use
Text Complexity
English Language Arts Practices
1.
2.
3.
4.
5.
6.
7.
Demonstrate independence.
Build strong content knowledge.
Respond to varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and capably.
Understand other perspectives and cultures.
Grade Three Assessment Considerations
English Language Development Standards
Claim #1
Students can read closely and critically to comprehend a range of increasingly
complex literary and informational texts
Claim #2
Students can produce effective writing for a range of purpose and audiences
Claim #3
Students can employ effective speaking and listening skills for a range of purposes
and audiences
Claim #4
Students can engage appropriately in collaborative and independent inquiry to
investigate/research topics, pose questions, and gather and present information
Claim #5
Students can skillfully use and interpret written language across a range of literacy
tasks
Listening/Speaking Standards
 The student uses listening and observation skills and strategies to gain
understanding.
 The student uses communication skills and strategies to interact/work effectively
with others.
 The student uses communication skills and strategies to effectively present ideas
and one’s self in a variety of situations.
 The student analyzes and evaluates the effectiveness of communication.
Reading
 The student understands and uses different skills and strategies to read.
 The student understands the meaning of what is read.
 The student reads materials for a variety of purposes.
Writing
 The student writes in a variety of forms for different audiences and purposes.
 The student writes clearly and effectively
Burlington Edison Revised August 2012
1
Third Grade Literacy Guide
Burlington-Edison School District 3rd Grade Snapshot
(Refer to District Curriculum & Learning Guides created for each subject to get additional descriptions, timelines, EALRS, unit focus, CC Standards, I can…etc.)
Reading (Harcourt, Daily Café, R Routman, F&P Phonics)
Writing (Write Source, D Matteson)
Math (TERC, Math Steps)
o
o
o
o
o
o
Trimester 1
Sept/Oct/Nov
o
o
o
o
o
o
o
o
o
o
o
o
District
Assess
Review sounds in consonant clusters and at
the end of words
Read consonant clusters at the end of a word
that make one sound
Read, make, and see compound words
Hear consonant digraphs
Read y when making /e/ or /i/ sounds
Divide syllables between words with two
similar consonants (mid-dle)
Find synonyms and antonyms
Use different vowel sounds for /oo/
Read grade level text with proper phrasing
and expression
Set and maintain reading goals
Check for understanding while reading
Choose “just right” books
Build “Read to Self” Stamina
State main idea of a passage with 2-3
supporting details
Explain text events in sequential order
Use prior knowledge (This reminds me of…)
Compare/contrast elements within and
between texts
Use appropriate resources to gain
information
Sept: DIBELS Benchmark (Record on SOAR)
Oct.,Nov. Progress Monitor (Record on SOAR)
MAPS Testing; District Reading Assessment
Burlington Edison Revised August 2012
Slingerland Cursive Introduction and
Type to Learn
Review 6-Trait Writing
o Writing process review
Develop Daily Math Routines:
(Weekly Temperature Graphing, Number Talks)
o
_count,write,read, order, compare #s to 1,000
_Fluently + and – using standard regrouping
_ Solve single and multi-step word problems for
+ and –
_ Estimate sums to approx. solutions
_ Measure temp. in F and C.
Descriptive Writing: Unit 3(Write
Source)
Narrative Writing : Unit 4(Write
Source/D Matteson)
o Strong descriptive words
o Dialogue
o Sensory Details
Know and use conventions*
o Indent to begin paragraphs
o Grade level appropriate
spelling
o
Use capitalization rules (name,
Unit 3: Collections and Travel Stories*
o
Unit 5: Landmarks and Large Numbers (4th
Grade Book)*
_ count,write,read, order, compare #s to 10,000
(Also the same CC for Unit 3)
o
Unit 2: Surveys and Line Plots*
_ construct/analyze pictographs, frequency
tables, line plots, bar graphs
* Check Daily Guides – some lessons may by omitted.
date, beg of sent., etc)
o
o
o
Use punctuation marks,?!
Use complete sentences
Use quotes for dialogue
*Continue all trimesters
Nov: Descriptive Writing Assessment
pg. 86 (Write Source)
Dec: Trimester 1 Assessment
(Record on SOAR); MAPS Testing
2
Third Grade Literacy Guide
Reading (Harcourt, Daily Café, R Routman, F & P Phonics)
o
o
o
o
o
Trimester 2
Dec/Jan/Feb
o
o
o
o
o
o
o
o
District
Assess
Find synonyms within text
Read special vowel sounds
Change a word base to make it plural or past
Read words with silent consonants
Understand the meanings of words that look
different but sound the same
Summarize with evidence from text
Back up and reread for fluency & understanding
Determine plot, character, setting, and other
literary elements
Use text features to comprehend text
Make and confirm inferences
Read voraciously (don’t want to stop)
Adjust reading rate to match text
Read grade level text with fluency and
expression
Dec., Feb. Prog. Monitor (Record on SOAR)
Jan: DIBELS Benchmark (Record on SOAR)
MAPS, Reading Benchmark Assessment
Trimester 3
Mar/April/May /June
o
o
o
o
o
o
o
o
o
Blend words with vowel+r
Group words by meaning
Identify and classify action words or verbs
Identify adjectives
Identify and classify nouns
Cause and Effect (If….then…)
Determine author’s purpose
Identify facts, opinions, and their differences
Evaluate the effect of text on different
audiences
Writing (Write Source, D Matteson)
Continue Cursive Introduction
Expository Writing: Unit 5
o a specific subject
o a logical organization
o detailed information
Math (TERC, Math Steps)
Continue Daily Routines:
o Unit 5.: Equal Groups*
Persuasive Writing: Unit 6
o Audience/purpose
o Forms can be posters, e-mail,
etc.
Responding to Literature: Unit 7
o Fiction / Non-fiction
o Consider audience/purpose
o
_represent mult. as repeated addition, arrays,
multiples, # line
_ Explain strategies to compute x facts to 10x10
and related div.
_Quickly recall x facts for 1, 2, 5 or 10 and
related division facts
_ Solve single and multi-step mult. and div.
problems and verify solution
_Create and solve word problems that match
mult. or div. equations
Unit 1: Factors, Multiples, and Arrays (4th
Grade Book)*
_Represent division as equal sharing, rep.
subtraction, jumps on a # line
_ Inverse property of mult. and div.
Mar: Respond to Literature Assessment, pg. 264
Feb: Trimester 2 Assessment
(Record on SOAR)
Continue Cursive Introduction
Continue Daily Routines:
o Unit 4: Perimeter, Angles, and Area*
_Measure and calculate perimeters of
quadrilaterals
_Solve word problems involving per.
_Identify and sketch rt. Angles
_ Identify and describe special quad.
Creative Writing: Unit 8
o Use elements of fiction
o Plot Line
o Poetry
Report Writing: Unit 9
o Use library to research and
write summary paragraph
o
Unit 7: Finding Fair Shares*
_Represent, compare, and order fractions that
have denominators of 2,3,4,5,6,8,9,10,12
_Represent equivalent fractions
_ Solve multi-step fraction equations involving
comparison
Unit 6: Fraction Cards (4th) *
(See Unit7)
District
Assess
Mar/April/May: Progress Monitor (Record on SOAR) June: DIBELS
Benchmark (Record on SOAR)
MAPS, Reading Benchmark Assessment, MSP
Burlington Edison Revised August 2012
May: Summative Assessment. Narrative
May: Trimester 3 Assessment
(Record on SOAR); MAPS, MSP
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Third Grade Literacy Guide
Third Grade Fountas and Pinnell Phonics Lesson Sequence
September
LS
SP
HF
WM
WS
WSA
1,2
1,2
1
October
November
3,4,5
3,4
2
1,2
5,6,18,19
6
5,6,7
December
7,8,9,
8, 9
3
9-11
3-8
20
January
10,11
10-13
4
12
9,16,25
6,7
1-5
February
12,13,14
14, 15
13
18, 23, 25
8.9
March
15-19
16
5
April
May/June
17
6
13,15,21,22 14-17
10-11
18-23
12-13
Third Grade Comprehension Toolkit Lesson Sequence
September
1.Monitor
1, 2
Comprehension
2.Activate and
Connect
3.Ask
Questions
4.Infer and
Visualize
5. Determine
Importance
6. Summarize
& Synthesize
October
November
December
January
February
March
April
May/June
3
4,5
6
7,8
9
10,11
12-14
15
16-17
18-20
21-23
24-26
(Harcourt and Daily Café have additional comprehension lessons and resources)
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Vocabulary
STANDARD
Timeline: All Year
Learning Targets
Vocabulary
Resources and
Materials
Notes
Vocabulary
1.2
Use vocabulary (word meaning) strategies to
comprehend text.
1.3
Build vocabulary through wide reading.
How can vocabulary words in
context assist in comprehension?
Vocabulary is embedded
in your daily lessons.
How do I understand a word I
don’t know?
Resources include:
Harcourt
Fountas & Pinnell Word
Meaning/Vocabulary
(WM/V)
Pacing is referenced in the
Phonics Scope and
Sequence
* I can read for meaning and
understanding.
* I can use my knowledge of
prefixes, suffixes, and root words
to predict what a word might
mean.
Use this guide for all
vocabulary throughout
the year.
* I can infer the meaning of an
unknown word using text clues.
Assessment: Stem Questions:
What is the meaning of the word/phrase in italics) as it is used in the paragraph (number) of the story/selection/poem?
Which word could the author have used in paragraph (number) instead of (vocabulary word/phrase)?
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Phonics
STANDARD
Timeline: All Year
Learning Targets
Vocabulary
Resources and Materials
Notes
Phonics/Word Work
1.1
Use word recognition skills and strategies to read and
comprehend text.
How do I use word patterns and
syllables to read unknown words?
“I can” statements can be found on
the first page of every Fountas and
Pinnell Lesson.
Fountas & Pinnell
Pacing is located in the
Phonics Scope and
Sequence document.






Use this guide for all
vocabulary throughout
the year.
Letter Sounds
High Frequency
Words
Word Structure
Spelling
Word Meaning/
Vocabulary
Word
Study Actions
Assessment: Informal assessment through DIBELS, DRA. See District Assessment Plan for Diagnostic Assessment ideas (CORE Phonics, Word Wise Assessment,
etc.)
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Fluency/Sight Words
STANDARD
Timeline: All Year
Learning Targets
Vocabulary
Resources and
Materials
Notes
Fluency/Sight Words
1.4
Apply word recognition skills and strategies to read
fluently.
How do word decoding strategies
help with fluency?
Trimester 1 Benchmark:
77 w.p.m.
How do word families assist in
decoding unfamiliar words?
Trimester 2 Benchmark:
100 w.p.m.
How should fluent readers
sound?
Trimester 3 Benchmark
110 w.p.m.
*I can read with proper phrasing
and expression.
* I can read smoothly with few
errors while maintaining my
comprehension.
Fountas & Pinnell
High Frequency (HF)
Lessons. See Phonics
Scope and Sequence for
Pacing.
Use this guide for all
vocabulary throughout
the year.
6 Minute Solutions
Leveled partner reading
passages; word lists to
support phonics study
Use Fountas & Pinnell
Word list as 3rd grade High
Frequency Word List.
Assessment: DIBELS Trimester Testing; DIBELS Progress Monitoring
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Determining Importance: Main Idea
STANDARD
Timeline: Sept. – Mid Oct. (5 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
4.1.1
Apply strategies to monitor reading progress.
4.1.2.
Understand how to set grade-level appropriate reading
goals.
2.1.3
Demonstrate understanding of theme/message/main or
major idea and supporting details.
What does a good reader do?
* I can select a book that is “just
right” for me.
Comprehension Tool Kit:
Book 1: Monitor
Comprehension
Lessons 1-3
* I can set goals and maintain
reading stamina to improve my
reading.
What is the theme of this
passage?
How can the main idea help us
comprehend the text?
* I can state the main idea of a
passage and 2-3 supporting
details.
**1-2 weeks are
suggested to set up your
reading structure (Daily
5/Café, etc.)
Suggested Goals:
“Just Right Reading”
“Building Stamina”
Main Idea
Theme
Character
Setting
Supporting Details
Comprehension Tool Kit:
Det. Importance Lessons
18, 19, 21
Use easier texts with
lessons from “Toolkit
Texts: 2-3”
 Animal Helpers
 On the Move
 Japan
 You Can Do Yoga
Suggested Harcourt Texts:
Officer Buckle and Gloria,
Pepita Talks Twice
Suggested Harcourt
Theme: Relationships
Genres: Fantasy, Realistic
Fiction
“Toolkit Texts” that work
well with this strategy:
 Fossils: Clues to
Dinosaurs
 Wings in Water
 The Horse Close
Up
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Sequencing
STANDARD
Timeline: October (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.2.1
Order steps, sequence, and/or events/process from the
text .
What strategies do proficient
readers use before/during/after
reading?
Order
* I can explain events from text
in sequential order.
Predict
Seek information
Sequence
* I can explain steps in a
process.
* I can select the order of ideas,
facts, or events in which they
occurred.
Suggested Harcourt Texts:
Nate the Great, San
Francisco Detective, Turtle
Bay
Harcourt Skill pages that
teach sequencing:
Book 1 Pg.282 I
Non-adopted…
www.fcrr.org
Student Center Activities:
2-3
Narrative Structure
Sequencing
activities.
HC Genre focus:
Mystery, Realistic Fiction
Theme:
Working Together
Comprehension Tool Kit:
Book 2: Activate &
Connect, Lessons 4-6
You can also use easier
texts with lessons from
“Toolkit Texts: 2-3”
 Rock Secrets
 Exploring our
Forests
 Slithering Snakes
 Breathing
Underwater
 My Puppy is Born
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Compare/Contrast
STANDARD
Timeline: Nov. (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.1, 2.4.5, 2.4.6
Compare and contrast using elements of the text.
What are elements that texts
have in common?
How can information from a text
help you solve problems in your
daily life?
* I can compare and contrast
elements within and between
texts.
* I can describe how information
is alike and different.
* I can compare characters from
similar stories from different
cultures.
Fact
Opinion
Alike
Compare
Contrast
Difference
Suggested Harcourt:
Paired Text: Allie’s
Basketball Dream & Guide
to Basketball; Balto &
Sending a Message or
other Iditarod themed
picture books. Lon Po Po
and other Red Riding
Hood stories;
HC “Making Connections:
Compare Text” pages can
support compare
/contrasting texts.
Genres: Historical and
Realistic Fiction; Fairy
Tales
Comprehension Tool Kit:
Book 3: Ask Questions 7-9
Toolkit Texts:
 Shadows
 Whose Feet Are
Those?
 Moon Walking
 Reading With
Your Fingers
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Usefulness of Resources/Generalize
STANDARD
Timeline: November (1 Week)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.2, 3.1.1
Analyze usefulness of resources.
2.4.1, 2.4.5
Extend information beyond text – make generalizations
beyond the text to a broader idea or concept.
How can a variety of printed
materials help provide specific
information?
Useful
Who might benefit from reading
this text?
Generalize
* I can use the appropriate
resource to gain information.
* I can generalize beyond the
text to a bigger idea.
Resource
Suggested Harcourt:
The Stories Julian Tells.
Theme: Friendship
Genre: Realistic Fiction
Tool Kit:
Lesson 15: Wrap Your
Mind around Big Ideas
Toolkit Texts:
 Celebrating the
Day of the Dead
HC Skill Instruction:
Pg. 152 (Elements of N.F.)
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Summarize
STANDARD
Timeline: Nov.-Dec. (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.1.7
Summarize with evidence from the text.
Why is summarizing a useful
strategy for proficient readers?
How do we determine which
details to include in a summary?
*I can summarize ideas or
information from a text using
evidence.
Summarize
Comprehension Tool Kit:
Book 6: Summarize
Lessons 22, 24, 26
Toolkit Texts:
 By Land, Sea, Air
 Flying Again
 Crackle, Flash,
Boom
 Flying High
 Aim for the Stars
Picture Books:
Just Right Stew,English
Life Cycle of a Tree,
Kalman
Suggested Harcourt:
The Talent Show,
Centerfield Ballhawk
Theme: Be Yourself
Genre: Realistic Fiction
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Elements of Literary/Informational Text
STANDARD
Learning Targets
Timeline: January (3 Weeks)
Vocabulary
Resources and
Materials
Notes
Comprehension
2.2.2, 2.2.3, 2.3.3
Literary Specific: Demonstrate understanding of literary
elements (character, setting, plot, genre) and devices .
Informational/Functional Specific: Demonstrate
understanding of text features (titles, headings,
captions, maps, charts, tables, graphs, pull-down
menus, etc.)
How do literary elements help
make text predictable?
How do text features aid
comprehension?
* I can use and apply features
of literary and informational text.
Summarize
Suggested Harcourt:
Coyote Places the Stars,
Yippee-Yay
Genre: Native American
Tale; Expository Nonfiction
HC Skill Lessons
Book 1 pg. 66, 128, 152
Comp. Tool Kit:
Review Lesson 4, “Follow
Text Sign Posts”
Toolkit Texts:
 Mexico
 Riding the Rails
 My Puppy is Born
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Inference
STANDARD
Timeline: Jan. – Feb. (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.1.5
Make or confirm inferences or predictions based on the
text
What clues can text give us about
how the story will unfold?
How does background knowledge
help us make predictions about
the text?
*I can use my background
knowledge and text clues to
make and confirm inferences.
Inference
Suggested Harcourt:
Wild Shots, Little Grunt
and the Big Egg
Theme: Animals
Genre: Magazine Article,
Fantasy
Picture Books:
Fables by Lobel; George
and Martha by Marshall
Tool Kit*: Infer Meaning
Review Lesson 6
(Background Knowledge);
Lessons 10-15
*Supplement with Toolkit
Texts 2-3
 Fossils to
Dinosaurs
 Fireflies
 Wings in Water
 The World is an
Open Book
 Pow Wow!
 Our Exciting Solar
Neighborhood
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Cause/Effect
STANDARD
Timeline: Feb. – Mar. (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.3.1
Make connections (cause and effect) within a text.
How does this text relate to my
life?
Cause
Effect
How do finding cause/effect
relationships help us understand
what we are reading?
* I can find cause/effect
relationships within text.
What Happened
Suggested Harcourt:
Leah’s Pony
Why Mosquitos Buzz
Genre: Historical Fiction,
West African Tale
HC Skill Instruction:
Book 2: pg 358, 398
Assessment:
Burlington Edison Revised August 2012
15
Third Grade Literacy Guide
Core Content: Author’s Purpose
STANDARD
Timeline: March (2 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
2.4.2, 2.4.3, 2.4.4
Analyze author’s purpose (including distinguishing
between fact and opinion) and evaluate effectiveness
for different audiences
How does knowing the author’s
purpose help us understand the
text?
How do facts differ from
opinions?
Who might benefit from reading
this text?
* I can state the author’s
purpose in a given text.
* I can identify facts and
opinions and explain the
difference between them.
* I can read an article and
explain whether the author
caused me to think differently.
Author’s Purpose
Suggested Harcourt:
If You Made a Million
(Fact/Opinion)
I’m In Charge of
Celebrations
Theme: Living in our
World
Genres: Expository NonFiction; Poetry
HC Skill Lessons
Book 1: 156I, 222
Comp. Tool Kit:
Lesson 20, “Distinguish
Your Thinking from the
Author’s.”
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: Mar. – April (3 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Main idea (2.1.3)
Inference (2.1.5)
Review
* I can state the main idea of a
passage and 2-3 supporting
details.
MSP Practice:
MSP PowerPoint,
Academic Language,
vocabulary review
* I can use background
knowledge and text clues to
make and confirm inferences.
Teach “Functional
Documents” using
released samples.
Suggested Harcourt:
Alejandro’s Gift
These can be hyperlinked
from OSPI’s site,
www.k12.wa.us
Resources on
www.timeforkids.com
also provide access to
fiction/non-fiction
passages and activities for
Main Idea and Inference
Theme: Good Neighbors
Genre: Realistic Fiction
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: April - May (4 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Review Extend Information beyond text (2.4.1, 2.4.5)
Review
* I can use the appropriate
resource to gain information.
Review Author’s Purpose (2.4.2, 2.4.3, 2.4.4)
Review Summarize with evidence from the text (2.1.7)
* I can generalize beyond the
text to a bigger idea.
* I can state the author’s
purpose in a given text.
I can summarize text using
evidence.
MSP Practice:
Review “Stand alone”
items.
Literary Released passage,
such as Comfortable Old
Chair.
Informational Released
item, such as Cactus Jam
These can be hyperlinked
from OSPI’s site.
Suggested Harcourt
Rocking and Rolling
The Armadillo from
Amarillo
Genres:
Expository Non-fiction;
Informational Narrative
Assessment:
Burlington Edison Revised August 2012
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Third Grade Literacy Guide
Core Content: Strategy Review
STANDARD
Timeline: May – June (4 Weeks)
Learning Targets
Vocabulary
Resources and
Materials
Notes
Comprehension
Strategy Review:
Review Literary Elements (2.2.3, 2.3.2)
Review
*I can use and apply features of
literary and informational text.
Review Cause/Effect (2.3.1)
*Use paired texts to Compare/contrast (2.3.1)
* I can find cause/effect
relationships within text.
* I can compare and contrast
elements of texts.
MSP Practice:
Use paired passage
released item, such as
Follow That Horse/Helping
Hands
These can be hyperlinked
from OSPI’s site.
Review all skills and
strategies.
Suggested Harcourt
Visitors from Space; HC
stories not previously
shared
Assessment:
Burlington Edison Revised August 2012
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