THIRD GRADE CURRICULUM MAP
First Eight Weeks
Second Eight Weeks
Theme: School
Community and
friendship
Theme: Communities Across
Cultures
Subgenres- Realistic
Fiction, Poetry
Subgenres- Literary Nonfiction and
Historical Scientific and Technical
Texts
Topic:
Narratives
Unit 1
Unit 1.2
Reading
Standards
tested: RL
1, 3, 4, 7
and 9
Reading
Standards
tested: RL
2, 3, 5, 6
RL 10
ET: Because of Winn Dixie
ST: The Recess Queen,
Roxie and the Hooligans
930L
Bully by PP
Junkyard Wonders,
The Sandwich Swap
Third Eight Weeks
Theme: Stories Worth
Telling Again and Again
Subgenres- Fables, Folktales,
Dramas and Myths
Fourth Eight Weeks
Theme: Barrington, Rhode
Island and How Water Effects
Communities
Subgenres- Literary Nonfiction
and Historical Scientific and
Technical Texts
Unit 1 TopicInformational
Unit 2 TopicInformational
Unit 1 TopicFables and
Folktales
Unit 2 TopicDramas and
Myths
Unit 1 TopicInformational
Unit 2 TopicInformational
Reading
Standards
tested: RI 1, 2,
4, 7 and 8
Reading
Standards
tested: RI 3, 5,
6, 9 and 10
Reading
Standards
tested: RL 1,
4, 6, 7 and 9
Reading
Standards
tested: RL 2,
3 and 5
Reading
Standards
tested: RI 1, 2,
4, 5, 7 and 8
Reading
Standards
tested: RI 3, 6, 9
and 10
RI 10
ET: Squanto's Journey
ST: Squanto, Friend of the PilgrimsClyde Robert Bulla,
Tapenum’s Day-Kate Waters
The Wampanoag's-Alice K. Flanagan
Trading Days-Rachel Kranz
Clambake: A Wampanoag TraditionRussell Peters
Time For Kids
RL 10
ET: Where the Mountain Meets
the Moon
ST: Scott Foresman StoriesAnanse's Feast
One Grain of Rice
The Woman Who Outshone the
Sun
Sam and the Lucky Money,
The Fox and the Stork
Two Bad Ants
RI 10
ET: Barrington By the Bay
ST: Uniquely Rhode Island by
Katherine Moose,
Rhode Island (From Sea to Shining
Sea) by Dennis Brindell Fradin
and Rhode Island John Warner
Time for Kids
Reading
Performance
Task After
reading
various texts
students will
identify the
main
character,
character
traits and
evidence to
support each.
Poetry:
Identify
literal and
non- literal
meaning of
words
Reading
Performance
Task: *Evidence
Based Response
*Determine Main
Idea Task
*Compare/Contrast
Task
Reading
Performance
Task: *Evidence
Based Response*Cause/Effect Task
*Compare/Contrast
Texts Task
Reading
Performance
Task:
*
Explain/Identify
Theme
Reading
Performance
Task:
*Explain/Identify
Theme
Reading
Performance
Task *Task to
Determine
Meaning of
content
vocabulary
*Evidence Based
Response *Task
for using text
features and
search tools
Reading Foundation skills
3abcd,4abc
Reading
Performance
Task *Task to
distinguish point of
view from that of
the author
Reading Foundation skills
3abcd,4abc
Reading Foundation skills 3abcd,4abc
Reading Foundation skills
3abcd,4abc
Writing Standards
tested :Narrative W3
Writing Standards tested:
Informative/Explanatory W2
Writing Standards
tested:OpinionW1
Narrative
Writing Performance
Task Students will write a
narrative
Writing Performance Task:
Students will write
informative/explanatory texts
Writing Performance Task:
Students will write an opinion
piece
Writing Performance Task:
Students will complete narrative,
informative and opinion "short"
pieces of writing.
W3
Informative
W2
Opinion
W1
2 opinion pieces
supporting a position
W1, 4, 5, 6, 9,10
2 informative/explanatory pieces
examining a topic and conveying
ideas
W2, 4, 5, 6, 9,10
2 informative/explanatory
pieces
examining a topic and
conveying ideas
W2, 4, 5, 6, 9,10
2 opinion pieces supporting a
position
W1, 4, 5, 6, 9,10
1 extended research
opportunity; 2-3 short
research connections
(may be shared research
on a topic or theme
connected to the unit) W7
1 extended research opportunity; 2-3
short research connections (may be
shared research on a topic or theme
connected to the unit) W7
1 extended research
opportunity; 2-3 short research
connections (may be shared
research on a topic or theme
connected to the unit) W7
1 extended research opportunity; 23 short research connections (may
be shared research on a topic or
theme connected to the unit) W7
1-2 narratives detailing a
real or
imagined experience
W3, 4, 5, 6, 10
1-2 narratives detailing a real or
imagined experience
W3, 4, 5, 6, 10
1-2 narratives detailing a real
or
imagined experience
W3, 4, 5, 6, 10
1-2 narratives detailing a real or
imagined experience
W3, 4, 5, 6, 10
Routine writing
(summaries, writing-tolearn tasks, response to a
short text or an openended question) W5, 6, 8
Routine writing (summaries, writingtolearn tasks, response to a short text
or an open-ended question) W5, 6, 8
Routine writing (summaries,
writing-tolearn tasks, response to a short
text or an open-ended
question) W5, 6, 8
Routine writing (summaries, writingtolearn tasks, response to a short text
or an open-ended question) W5, 6,
8
Language Standards
tested: 1a-f,2c, 2ef, 5a,
6
Language Standards
tested:2a,b,d,g,2ef,4abcd,6
Language Standards
tested:1g-I,2c,2ef,5abc,6
Language Standards tested:
2def,4abcd,6
Speaking/Listening
Standards
tested:1a,b,c,d,2,6
Speaking/Listening Standards
tested:3, 4,5
Speaking/Listening
Standards tested:
1a,b,c,d,2,6
Speaking/Listening Standards
tested:3, 4,5
Speaking/Listening Task Engage in a collaborative discussion to
allow students to demonstrate their understanding of characters
and their traits and support their opinion.
L3 Knowledge of
Language
Speaking/Listening Task
< Skills addressed
throughout the year
>
SL1-6. Confirm understandings
Participate in collaborative
discussions
Report findings
Unit 1
Instructional Days: 20 days
Unit Summary
Students will ask and answer questions referring explicitly to a text. Students are expected to support their answers by using details from literary
text. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.
Students will read poems to become familiar with literal and non-literal language.
While exploring literary texts students will develop their own narratives, containing real or imagined experiences.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English grammar and usage, focusing upon the functions of nouns, verbs, and adjectives.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will learn about the cutting patterns such as VCV and VCCCV. Students will also learn about the use of Y as a vowel and Y in the middle
of a word.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:
Literary
 Ask and answer
questions referring
explicitly to the text
 describe characters in
a story and explain
how their actions
contribute to the
sequence of events
 determine meanings
Writing:
Narrative
 Select and write to
a focus
 Include evidence,
details
 Develop real or
imagined
experiences
Speaking/Listening
 Orally
demonstrate
understanding of
information (text
read aloud, from a
presentation, or
media source)
 Ask and answer
questions about
information from a
Language
 Explain the function
of nouns, verbs,
adjectives, and in
general and their
function in particular
sentences
 Demonstrate
command of capitals
in titles
*literal and non-
Foundation Skills
 Read grade level high
frequency words
 Read on level text accurately
with appropriate rate
 Learn cutting patterns VCV,
VCCCV, VCCCCV
 Learn the use of Y as a vowel
and Y in the middle of a word


of words and phrases
explain how
illustrations contribute
to meaning
compare and contrast,
themes, settings, plots
of stories written by
the same author
(series of books)
speaker
literal meanings of
words
Texts
ET: Because of Winn Dixie
ST: The Recess Queen, Roxie and the Hooligans 930L
Bully by PP
Junkyard Wonders,
The Sandwich Swap
Focus Standards
Reading Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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)
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)
RL.3.10 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b Form and use regular and irregular plural nouns.
L.3.1c Use abstract nouns (e.g., childhood).
L.3.1d Form and use regular and irregular verbs.
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness)
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.*
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)
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).
Speaking and Listening
SL.3.1 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.
SL.3.1a 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.
SL.3.1b 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).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name Quarter 1 Unit 2
Instructional Days: 20 days
Topic: Narrative
Theme: School Community and Friendship
Unit Summary
Students will recount stories, determine the central message, and describe characters and explain how their actions contribute to the sequence
of events. The anchor text for this unit is Because of Winn Dixie by Kate DiCamillo 610L. This is a required text for grade 3.
Students will write narratives including temporal words and phrases.
Students will engage effectively in a range of collaborative discussions.
Students will explain the function of pronouns. They will also identify real life connections between words and their use. Students will use a
variety of tools to determine word meaning.
Students will recognize and identify the meaning of common prefixes and suffixes.
Students will follow the scope and sequence for Project Read Quarter One, Lessons 24-29.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:
Literary
 Recount stories and
determine the central
message
 Describe characters (traits,
motivations, feelings) and
explain how their actions
Writing:
Narrative
 Include
temporal
words and
phrases
(transition
words) to
Speaking/Listening
 Engage effectively in
a range of
collaborative
discussions (come
prepared, follow
agreed upon rules,
ask questions,
Language
 Explain the function of
nouns, pronouns, verbs,
adjectives, in general and
their function in particular
sentences
 Identify real life connections
between words and their use
Foundation Skills
 Recognize and
identify the meaning
of common prefixes
and suffixes
 Vowel teams
 Short e
 Schwa


contribute to the
sequence of events
Refer to parts of poems
using the term stanza
Distinguish their own
point of view from
narrator or character
ensure
coherence
explain thinking)

(using new vocabulary in
context)
Use a variety of tools to
determine word meaning
(context clues, root words,
glossary/dictionary, prefixes,
affixes, suffixes)



Final consonant –le
-dge
Vowel Dipthongs oo
Texts
ET: Because of Winn Dixie
ST: The Recess Queen, Roxie and the Hooligans 930L
Bully by PP
Junkyard Wonders,
The Sandwich Swap
Focus Standards
Reading Literature
RL.3.2 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.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.3.5 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.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.10 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b Form and use regular and irregular plural nouns.
L.3.1c Use abstract nouns (e.g., childhood).
L.3.1d Form and use regular and irregular verbs.
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness)
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.*
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)
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).
Speaking and Listening
SL.3.1 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.
SL.3.1a 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.
SL.3.1b 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).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name Quarter 2 Unit 1
Instructional Days: 20 days
Topic: Informational Texts
Theme: Communities Across Cultures
Unit Summary
Students will ask and answer questions to demonstrate understanding of a text referring explicitly to the text and determine the main idea of a
text, recounting the key details. They will describe the logical connections between sentences and paragraphs in a text (e.g. comparison,
cause/effect, first/second/ third in a sequence.
Students will write informative/explanatory texts to examine a topic to convey ideas and information clearly, by introducing a topic and grouping
related information together and including illustrations. They will develop the topic with facts, definitions, and details and produce writing in
which the development and organization are appropriate to task and purpose. Students will also recall information from experiences or gather
information from print and digital sources; take brief notes and sort evidence
Students will 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.
Students will capitalize appropriate words and titles and use commas in addresses. They will consult reference materials including beginning
dictionaries as needed to check and correct spellings. They will use conventional spelling for high frequency and other studied words and for
adding suffixes to base words. Students will use sentence level context as a clue to the meaning of a word or phrase and use a known root word
as a clue to the meaning of an unknown word.
Students will follow the scope and sequence for Project Read.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:
Informational
 Ask and answer
questions to
demonstrate
understanding of a
text referring
explicitly to the text
 Determine the
main idea of a text,
recount the key
details
 Determine meaning
of academic and
domain specific
words and phrases
 Describe the logical
connections
between sentences
and paragraphs in a
text (e.g.
comparison,
cause/effect,
first/second/ third
in a sequence
 Use illustrations
and information to
demonstrate
Writing:
Informational
*Write
informative/explanatory
texts to examine a topic to
convey ideas and
information clearly, by…
 Introducing a
topic and
grouping related
information
together
 Including
illustrations
 Developing the
topic with facts,
definitions, and
details
 Produce writing in
which the
development and
organization are
appropriate to
task and purpose
 Recall information
from experiences
or gather
information from
Speaking/Listening
 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.
Language
 Capitalize appropriate
words and titles
 Use commas in addresses
 Consult reference
materials including
beginning dictionaries as
needed to check and
correct spellings
 Use conventional spelling
for high frequency and
other studied words and
for adding suffixes to
base words
 Use sentence level
context as a clue to the
meaning of a word or
phrase
 Use a known root word
as a clue to the meaning
of an unknown word
 Use glossaries or
beginning dictionaries to
determine or clarify the
precise meaning of key
words and phrases
Foundation Skills
 Decode words with
common Latin
suffixes
 Read grade
appropriate
irregularly spelled
words
 Read on level text
with purpose and
understanding
 Read on level prose
and poetry orally
with accuracy,
appropriate rate,
and expression on
successive readings
 Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary

understanding of
text
Describe the
connection
between sentences
and paragraphs in a
text
print and digital
sources; take brief
notes and sort
evidence
Texts
ET: Squanto's Journey
ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla,
Tapenum’s Day-Kate Waters
The Wampanoag's-Alice K. Flanagan
Trading Days-Rachel Kranz
Clambake: A Wampanoag Tradition-Russell Peters
Time For Kids
Focus Standards
Reading Literature
Reading Information
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
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).
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).
RI.3.10 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a Capitalize appropriate words in titles.
L.3.2b Use commas in addresses.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.*
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
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.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b 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).
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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).
Speaking and Listening
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 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.
SL.3.5 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 2 Unit 2
Instructional Days: 20 days
Topic: Informational Texts
Theme: Communities Across Cultures
Unit Summary
Students will describe the relationship between a series of historical events, using language that pertains to time, sequence, cause and effect.
They will also compare and contrast the most important points and key details presented in two texts on the same topic. By the end of the year,
students will read and comprehend informational text, at the high end of the grades 2-3 text complexity band.
Students will use linking words and phrases to connect ideas within categories of information and provide a concluding statement/section while
developing and strengthen writing as needed by planning, revising, and editing. They will use technology to produce and publish writing and
conduct short research projects that build knowledge about a topic.
Students will 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.
Students will follow the district's scope and sequence for Project Read.
Students will decode multisyllable words, read grade appropriate irregularly spelled words, read on level text with purpose and understanding,
read on level prose and poetry orally with accuracy with an appropriate rate, and expression on successive readings and use context to confirm
or self-correct word recognition and understanding, rereading as necessary.
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:
Informational
 Describe the relationship
between a series of historical
events, using language that
pertains to time, sequence,
cause and effect
 Distinguish their own point of
view from that of the author
 Compare and contrast the
most important points and
key details presented in two
texts on the same topic.
 Use text features and search
tools
 By the end of the year, read
and comprehend
informational text, at the high
end of the grades 2-3 text
complexity band
Writing:
Informational
 Use linking words
and phrases to
connect ideas
within categories
of information and
provide a
concluding
statement/section
 Develop and
strengthen writing
as needed by
planning, revising,
and editing
 Use technology to
produce and
publish writing
 Conduct short
research projects
that build
knowledge about a
topic
Speaking/Listening
 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.
Language
 Form and use
possessives
 Use spelling patterns
and generalizations in
writing words
 Determine the
meaning of the new
word formed when a
known affix is added
to a known word
 Acquire and use
accurately grade
appropriate,
conversational,
general academic and
domain specific words
and phrases (spatial
and temporal
relationships)
Foundation Skills
 Decode multi-syllable
words
 Read grade appropriate
irregularly spelled words
 Read on level text with
purpose and
understanding
 Read on level prose and
poetry orally with
accuracy, appropriate
rate, and expression on
successive readings
 Use context to confirm or
self-correct word
recognition and
understanding, rereading
as necessary
Texts
ET: Squanto's Journey
ST: Squanto, Friend of the Pilgrims-Clyde Robert Bulla,
Tapenum’s Day-Kate Waters
The Wampanoag's-Alice K. Flanagan
Trading Days-Rachel Kranz
Clambake: A Wampanoag Tradition-Russell Peters
Time For Kids
Focus Standards
Reading Literature
Reading Information
RI.3.3 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.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a Capitalize appropriate words in titles.
L.3.2b Use commas in addresses.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.*
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
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.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b 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).
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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).
Speaking and Listening
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 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.
SL.3.5 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 3 Unit 1
Instructional Days: 20 days
Topic: Fables and Folk Tales
Theme: Stories Worth Telling Again and Again
Scott Foresman Stories- Ananse's Feast, One Grain of Rice, The Woman Who Outshone the Sun, Sam and the Lucky Money, The Fox and the
Stork, Two Bad Ants
Unit Summary
Students will recount fables and folk tales. Students will determine the central message, lesson or moral of these stories and explain how it is
conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.
Students will continue to develop their own opinion pieces.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English grammar and usage, focusing upon gaining a beginning understanding of adverbs,
conjunctions and comparative and superlative adjectives.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Fables and
Folktales

Ask and answer
questions

Determine the
Writing: Opinion

Students will write
opinion pieces on topics
or texts supporting a
point of view with
Speaking/Listening

Orally demonstrate
understanding of
information (text
read aloud, from a
Language
 Demonstrate command of the
convention of standard English
grammar and usage when
writing or speaking which
Foundation Skills

Read grade level high
frequency words

Read on level text accurately
with appropriate rate



meaning of words and
phrases distinguishing
literal from nonliteral
Distinguish their own
point of view from the
narrator or character
Explain how specific
aspects of a text’s
illustrations
contribute to what is
conveyed by the
words in a story
Compare and contrast
the themes, settings
and plots of stories
written by the same
author about the
same or similar
characters
reasons
*Introduce a topic, state
an opinion and create
an organizational
structure that lists
reasons that support the
opinion
Texts
ET: Where the Mountain Meets the Moon
ST: Scott Foresman Stories- Ananse's Feast
One Grain of Rice

presentation, or
media source)
Ask and answer
questions about
information from a
speaker
includes:
*explain the function of adverbs
*form and use comparative and
superlative adjectives and
adverbs and choose between
them depending on what is to
be modified
*use coordinating and
subordinating conjunctions
*produce simple compound and
complex sentences
 Demonstrate command of the
conventions of standard
English, capitalization,
punctuation and spelling when
writing.
*use conventional spelling for
high frequency words
*use spelling patterns and
generalizations in writing words
degrees of certainty
 Acquire and use accurately
grade appropriate
conversational, general
academic, and domain specific
words and phrases including
those that signal spatial and
temporal relationships

Refer to Project Read Quarter 3
Scope and Sequence
The Woman Who Outshone the Sun
Sam and the Lucky Money,
The Fox and the Stork
Two Bad Ants
Focus Standards
Reading Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
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)
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)
RL.3.10 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2c Use commas and quotation marks in dialogue.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness)
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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).
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).
Speaking and Listening
SL.3.1 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.
SL.3.1a 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.
SL.3.1b 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).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 3 Unit 2
Instructional Days: 20 days
Topic: Dramas and Myths
Theme: Stories Worth Telling Again and Again
Unit Summary
Students will recount myths and dramas. Students will determine the central message, lesson or moral of these stories and explain how it is
conveyed through key details in the text. The anchor extended text for this unit is Where the Mountain Meets the Moon by Grace Lin 820L.
Students will develop their own opinion pieces.
Students will ask and answer questions from a speaker and orally demonstrate understanding of information.
Students will demonstrate conventions of Standard English, by using commas and quotation marks in dialogue, relationships between words and
literal and non-literal meanings of words.
Students will read grade level high frequency words and read on level text accurately with appropriate rate and expression.
Students will demonstrate a clear understanding of quarter three Project Read skills (TDB).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Myths and
Drama

Recount myths and
determine the central
message, lesson or
moral and explain
how it is conveyed
through key details in
the text

Describe characters in
Writing:
Opinion

Students will write
opinion pieces on
topics or texts
supporting a point of
view with reasons
*use linking words
and phrases to
connect opinion and
Speaking/Listening

Orally demonstrate
understanding of
information (text read
aloud, from a presentation,
or media source)

Ask and answer questions
about information from a
speaker
Language
 Demonstrate command of the
conventions of standard
English, capitalization,
punctuation and spelling when
writing.
*use commas and quotation
marks in dialogue
*use conventional spelling for
high frequency words
Foundation Skills

Read grade level high
frequency words

Read on level text accurately
with appropriate rate

Refer to Project Read Quarter
3 Scope and Sequence

a story and explain
how their actions
contribute to a
sequence of events
Refer to parts of
dramas when writing
or speaking about a
text using terms such
as scene
reasons
*provide a concluding
statement or section
Texts
ET: Where the Mountain Meets the Moon
ST: Scott Foresman Stories- Ananse's Feast
One Grain of Rice
The Woman Who Outshone the Sun
Sam and the Lucky Money,
The Fox and the Stork
Two Bad Ants
Focus Standards
*use spelling patterns and
generalizations in writing words
 Demonstrate understanding of
word relationships and nuances
in word meanings
*distinguish the literal and
nonliteral meaning of words
and phrases in context
*identify real life connections
between words and their uses
*distinguish shades of
meanings among related words
that describe states of mind or
degrees of certainty
 Acquire and use accurately
grade appropriate
conversational, general
academic, and domain specific
words and phrases including
those that signal spatial and
temporal relationships
Reading Literature
RL.3.2 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.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.3.5 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.
RL.3.10 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.
Reading Information
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2c Use commas and quotation marks in dialogue.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness)
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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).
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).
Speaking and Listening
SL.3.1 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.
SL.3.1a 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.
SL.3.1b 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).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 here for specific expectations.)
Unit Name /Number Quarter 4 Unit 1
Instructional Days: 20 days
Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts
Theme: Barrington, Rhode Island and How Water Effects Communities
Unit Summary (TBD)
Students will learn the history of Barrington and how they functioned as a community ( economy, agriculture, and landmarks)
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text:
Informational
Writing: Narrative, Informative &
Opinion
Speaking/Listening
Language
Foundation Skills
 Ask and answer
questions
 Determine main idea and
key details
 Determine meaning of
academic and domain
specific vocabulary
 Use text features and
search tools
 Use illustrations and
information to
understand text
 Describe the connection
between sentences and
paragraphs in a text
Narrative
Develop real or imagined
experiences or events
(descriptive details and clear
event sequences)
 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.
 Form and use possessives
 Use conventional spelling
 Use spelling patterns and
generalizations
 Use sentence level context clues
 Understand how prefixes change
word meanings
 Understand how root words
influence word meanings
 Use glossaries and dictionaries
(print and digital) to determine
word meaning
 Acquire and use grade
appropriate conversational
academic vocabulary
 Decode words with common
Latin suffixes
 Read grade appropriate
irregularly spelled words
 Read on level text with
purpose and understanding
 Read on level prose and poetry
orally with accuracy,
appropriate rate, and
expression on successive
readings
Opinion
Students will write opinion
pieces supporting a point of
view with reasons
Informative

Write informative/
explanatory texts to examine
a topic to convey ideas and
information clearly
 Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary
Texts
ET: Barrington By the Bay
ST: Uniquely Rhode Island by Katherine Moose,
Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin
and Rhode Island John Warner
Time for Kids
Focus Standards
Reading Literature
Reading Information
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
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).
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).
RI.3.10 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.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
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.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b 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).
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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).
Speaking and Listening
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 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.
SL.3.5 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
Unit Name /Number Quarter 4 Unit 2
Instructional Days: 20 days
Topic: Informational- Literary Nonfiction and Historical Scientific and Technical Texts
Theme: Barrington, Rhode Island and How Water Effects Communities
Unit Summary (TBD)
Students will learn about the effects that water and weather have on a community (hurricanes and erosion).
Concepts and skills (what students need to know and be able to do)-nouns & verbs
Reading Text: Informational
 Describe the relationship between
a series of historical events, using
language that pertains to time,
sequence, cause and effect
 Distinguish their own point of view
from that of the author
 Compare and contrast the most
important points and key details
presented in two texts on the same
topic.
 By the end of the year, read and
comprehend informational text, at
Writing: Narrative,
Informative & Opinion
Speaking/Listening
Language
Foundation Skills
Narrative
Develop real or
imagined experiences
or events (descriptive
details and clear event
sequences)
 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.
 Form and use possessives
 Use conventional spelling
 Use spelling patterns and
generalizations
 Use sentence level
context clues
 Understand how prefixes
change word meanings
 Understand how root
words influence word
meanings
 Decode words with common Latin
suffixes
 Read grade appropriate irregularly
spelled words
 Read on level text with purpose and
understanding
 Read on level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings
Opinion
Students will write
opinion pieces
supporting a point of
 Use context to confirm or selfcorrect word recognition and
the high end of the grades 2-3 text
complexity band
view with reasons
Informative

Write informative/
explanatory texts to
examine a topic to
convey ideas and
information clearly
 Use glossaries and
dictionaries (print and
digital) to determine
word meaning
 Acquire and use grade
appropriate
conversational academic
vocabulary
understanding, rereading as
necessary
Texts
ET: Barrington By the Bay
ST: Uniquely Rhode Island by Katherine Moose,
Rhode Island (From Sea to Shining Sea) by Dennis Brindell Fradin
and Rhode Island John Warner
Time for Kids
Focus Standards
Reading Literature
Reading Information
R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
R.6 Assess how point of view or purpose shapes the content and style of a text.
R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Reading Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi-syllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example) to connect opinion and reasons.
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to
situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 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.)
W.3.5 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 to and including grade 3 here.)
W.3.6 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.
W.3.7 Conduct short research projects that build knowledge about a topic.
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.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audience
Language
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words.
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.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b 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).
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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).
Speaking and Listening
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 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.
SL.3.5 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