Huntsville City Schools
Third Grade ELA Instructional Resources
2014-2015
The Reading Street resources may offer minimum standards coverage. It is highly recommended that
supplemental resources are used to adequately address the standards.
Anchor
Standards
(AS)
CCRS
Standards
Learning
Target(s)
Supplemental Resources
Reading Street Resources
(books, programs,
websites, apps, etc.)
Reading: Literature
RL.AS.1Read closely
to determine
what the text
says explicitly
and to make
logical
inferences
from it; cite
specific
textual
evidence
when writing
or speaking to
support
conclusions
drawn from
the text.
RL.3.1-Ask and
answer
questions to
demonstrate
understanding
of a text,
referring
explicitly to the
text as the basis
for the answers.
 I can answer
questions to
show I
understand
important
details in a
story.
 I can ask
questions to
show I
understand
important
details in a
story.
 I can ask and
answer
questions
before, during,
and after
reading a text.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 2: What About
Me?
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 2, Week 2: I Wanna Iguana
Unit 4, Week 4: Tops and
Bottoms
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 4: A Symphony of
Whales
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 4: Two Bad Ants
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EngageNY
Teachers Pay Teachers
ELA RL 3.1
Ohio RC 3.1
Read Works (all ELA standards, free signup)
RL.AS.2Determine
central ideas
or themes of a
text and
analyze their
development;
summarize
the key
supporting
details and
ideas.
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.
 I can
recount/retell
(put in my
own words)
stories.
 I can retell a
fable or
folktale and
explain the
lesson in the
story.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 2: What About
Me?
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 4, Week 4: Tops and
Bottoms
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 5, Week 1: Suki’s Kimono
Unit 6, Week 4: Two Bad Ants
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Learn NC (all RL standards)
ELA 3.2
Teachers Pay Teachers
Engage NY
Ohio RC 3.2
RL.AS.3Analyze how
and why
individuals,
events, and
ideas develop
and interact
over the
course of a
text.
RL.3.3Describe
characters in a
story (e.g., their
traits,
motivations, or
feelings) and
explain how
their actions
contribute to the
sequence of
events.
 I can use the
characters’
actions to help
me understand
what happens
in the story.
 I can describe
what
characters do.
 I can describe
why
characters do
particular things.
 I can describe
how
characters
feel.
 I can describe
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 2: What About
Me?
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 4: A Symphony of
Whales
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 4: Two Bad Ants
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CC Reading Lessons (all RL standards)
RL 3.3
Teachers Pay Teachers
Engage NY
Ohio RC 3.3
what
characters are
like.
RL.AS.4Interpret
words and
phrases as
they are used
in a text,
determining
technical,
connotative,
and figurative
meanings, and
analyze how
specific word
choices shape
meaning or
tone.
RL.3.4Determine the
meaning of
words and
phrases as they
are used in a
text,
distinguishing
literal from
nonliteral
language.
 I can tell the
meaning of
words and
phrases.
 I can tell the
difference
between true
or factual
and
exaggerated
text.
 I can
understand
sentences that
may have idioms,
similes,
metaphors, or
exaggerations.
RL.AS.5Analyze the
structure of
texts,
including how
specific
sentences,
paragraphs,
and larger
portions of the
text (such as
section,
chapters,
scene, or
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.
 I can identify
the chapter of
a book when
writing or
speaking
about a text.
 I can identify
the scene in a
drama when
writing or
speaking
about a text.
 I can identify a
stanza in a
Unit 1, Week 5: My Rows and
Piles of Coins
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ALEX (all ELA standards)
RL 3.4
Teachers Pay Teachers
Engage NY
Ohio RC 3.4
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Read TN (all ELA standards)
Learn NC (all RL standards)
RL 3.5
Teachers Pay Teachers
Ohio RC 3.5
stanza) relate
to each other
and the
whole.
poem when
writing or
speaking
about a text.
I can describe how
each part of the text
build on earlier parts.
RL.AS.6Assess how
point o of
view or
purpose
shapes the
content and
style of a text.
RL.3.6Distinguish
their own point
of view from
that of the
narrator or
those of the
characters.
Unit 4, Week 4: Tops and
 I can define
point of view. Bottoms
 I can determine
the point of
view of the narrator or
character of a
story.
 I can tell my
own point of
view from the
narrator or
characters of a
story.
 I can explain
how my point
of view is
similar to or
different from
a narrator or
character in a
story.
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Learn NC (all RL standards)
RL 3.6
Teachers Pay Teachers
Engage NY
Ohio RC 3.6
RL.AS.7Integrate and
evaluate
content
presented in
diverse media
RL.3.7-Explain
how specific
aspects of a
text’s
illustrations
contribute to
 I can identify
illustrations
that support
the story.
 I can explain
how
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ALEX (all ELA standards)
RL 3.7
Teachers Pay Teachers
Engage NY
Ohio RC 3.7
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 3, Week 4: A Symphony of
Whales
and formats,
including
visually and
quantitatively,
as well as in
words.
what is
conveyed by the
words in a story
(e.g., create
mood,
emphasize
aspects of a
character or
setting).
RL.AS.8Delineate and
evaluate the
argument and
specific
claims in a
text, including
the validity of
the reasoning
as well as the
relevance and
sufficiency of
the evidence.
RL.AS.9Analyze how
two or more
texts address
similar
themes or
topics in order
to build
knowledge or
to compare
the
approaches
the authors
take.
N/A
RL.3.9Compare 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).
illustrations
contribute to
the words in
the story.
N/A
N/A
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I can identify
the most
important
points and key
details found
in two texts
about the
same topic.
I can find
things that are
the same in
two texts
about the
same topic.
I can find
N/A
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ALEX
Continents/Celebrations
Super Sundaes
Compare/Contrast
Wart Games
things that are
different in
two texts
about the
same topic.
RL.AS.10Read and
comprehend
complex
literary and
informational
texts
independently
and
proficiently.
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.
RI.AS.1-Read
closely to
determine
what the text
says explicitly
and to make
logical
inferences
from it; cite
specific
RI.3.1-Ask and
answer
questions to
demonstrate
understanding
of a text,
referring
explicitly to the
text as the basis
for the answers.
 I can read and
understand
stories at my
grade level.
 I can closely
read complex
grade level
texts.
 I can reread a
text to find
more
information or
clarify ideas.
 I can use
reading
strategies to
help me understand
difficult
complex text.
All stories
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ALEX (all ELA standards)
Read TN (all ELA standards)
Read Works (all ELA standards, free signup)
CC Reading Lessons
Learn NC
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Brain Pop
Reading TN
Trading Card Creator
Blending Fiction and Non-fiction
Teachers Pay Teachers
Reading: Informational Text
 I can answer
questions to
show that I
know what I
read.
 I can answer
questions
about a text by
referring to
words and
Unit 1, Week 3: Kumak’s Fish
Unit 1, Week 4: Supermarket
Unit 2, Week 3: Prudy’s Problem
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: American
Champion Swimmer
Unit 4, Week 5: Fly, Eagle, Fly!
textual
evidence
when writing
or speaking to
support
conclusions
drawn from
the text.
phrases in the
book.
 I can ask
questions to
show that I
know what I
read.
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 4: Jalapeño Bagels
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 5: Atlantis
RI.AS.2Determine
central ideas
or themes of a
text and
analyze their
development;
summarize
the key
supporting
details and
ideas.
RI.3.2Determine the
main idea of a
text; recount the
key details and
explain how
they support the
main idea.
 I can identify
main idea in a
text.
 I can tell the
difference
between the
main idea and details of
a text.
 I can connect
details to the
main ideas
that they
support.
Unit 2, Week 1: Penguin Chick
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 4: Jalapeño Bagels
Unit 6, Week 3: Talking Walls:
Art for the People
Unit 6, Week 4: Two Bad Ants
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Read TN Activity 1
Read TN Activity 2
Promethean Planet
Main Idea
Brain Pop
RI.AS.3Analyze how
and why
individuals,
events, and
ideas develop
and interact
over the
course of a
text.
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
 I can tell about
the time,
sequence, the
cause and
effect of an
historical
event.
 I can tell about
the time,
sequence, the
cause and
effect of
scientific
ideas.
Unit 1, Week 3: Kumak’s Fish
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: American
Champion Swimmer
Unit 4, Week 5: Fly, Eagle, Fly!
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 2: Happy Birthday
Mr. Kang
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Promethean Planet
Sequencing
Cause and Effect
Read TN
Teacher Tube
cause and
effect.
RI.AS.4Interpret
words and
phrases as
they are used
in a text,
determining
technical,
connotative,
and figurative
meanings, and
analyze how
specific word
choices shape
meaning or
tone.
RI.AS.5Analyze the
structure of
texts,
including how
specific
sentences,
paragraphs,
and larger
portions of the
text (such as
section,
chapters,
 I can use
language that
shows time,
sequence, and
cause and
effect when
describing a
text.
RI.3.4Determine the
meaning of
general
academic and
domain-specific
words and
phrases in a text
relevant to a
Grade 3 topic
or subject area.
I can identify general
academic an domainspecific words and
phrases in a text.
RI.3.5-Use text
features and
search tools
(e.g., key
words, sidebars,
hyperlinks) to
locate
information
relevant to a
given topic
efficiently.
 I can identify
and give
examples of
text features
and search
tools.
 I can use
headings, bold
words,
captions,
highlighted
words, etc. to
find
I can locate and use
references to find
meaning of general
words.
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ALEX
Read TN
Read Write Think
Read TN
Synonyms/Antonyms
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Internet 4 Classrooms
Brain Pop
Read TN
Read Write Think
Flap Books
I can locate and use
references to find
meanings of domainspecific words.
Unit 2, Week 1: Penguin Chick
Unit 2, Week 5: Amazing Bird
Nests
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
scene, or
stanza) relte
to each other
and the
whole.
information.
 I can use
search tools
such as
sidebars, key
words, and
hyperlinks.
RI.AS.6Assess how
point o of
view or
purpose
shapes the
content and
style of a text.
RI.3.6Distinguish
their own point
of view from
that of the
author of a text.
RI.AS.7Integrate and
evaluate
content
presented in
diverse media
and formats,
including
visually and
quantitatively,
as well as in
words.
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
RI.AS.8Delineate and
evaluate the
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Unit 4, Week 3: Rocks in His
Head
Unit 5, Week 5: Me and Uncle
Romie
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ALEX
Read TN
PBS Kids
Internet 4 Classrooms
Proteacher
 I can explain
how
illustrations in
a text add
meaning to
the words.
 I can use
pictures and
words in a text
to help me
understand
what I read.
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 6, Week 3: Talking Walls:
Art for the People
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MH School
MCS Third Grade
Perfection Learning
Internet 4 Classrooms
Authorstream
 I can identify
words authors
use to help me
Unit 1, Week 4: Supermarket
Unit 2, Week 5: Amazing Bird
Nests
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Internet 4 Classrooms
Teachers Pay Teachers
FCRR-Information
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I can define
point of view.
I can determine
the point of
view of the
author.
I can tell my
own point of
view from the
author’s point
of view.
argument and
specific
claims in a
text, including
the validity of
the reasoning
as well as the
relevance and
sufficiency of
the evidence.
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison;
cause and
effect; first,
second, third in
a sequence).
make logical
connections
between
sentences and
paragraphs.
 I can explain
how
connection
words help me
understand a
text.
 I can describe
connections
an author
makes
between
sentences and
paragraphs.
RI.AS.9Analyze how
two or more
texts address
similar
themes or
topics in order
to build
knowledge or
to compare
the
approaches
the authors
take.
RI.3.9Compare and
contrast the
most important
points and key
details
presented in
two texts on the
same topic.
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

Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 5: Around One
Cactus
I can identify Not addressed in Reading Street
the most
important
points and key
details found
in two texts
about the
same topic.
I can find
things that are
the same in
two texts
about the
same topic.
I can find
things that are
different in
two texts
about the
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FCRR Student Activity 1
FCRR Student Activity 2
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Two Continents/Two Celebrations
Super Sundaes
Compare/Contrast
Wart Games
Close Reading
same topic.
RI.AS.10Read and
comprehend
complex
literary and
informational
texts
independently
and
proficiently.
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.
 I can closely
read complex
grade level
texts.
 I can reread a
text to find
more
information or
clarify ideas.
 I can use
reading
strategies to
help me understand
difficult
complex text.
All stories
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
Text Features
Kids National Geographic
Internet 4 Classrooms
Geosource
Story Maps
Reading: Foundational Skills
RF.3.3-Know
and apply
grade-level
phonics and
word analysis
skills in
decoding
words.
 I can decode
words.
Unit 2, Week 2: What About
Me?
Unit 1, Week 3: Kumak’s Fish
Unit 1, Week 4: Supermarket
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 4: Tops & Bottoms
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
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Read TN
Greek Root Words
Vocabulary-Prefixes
Vocabulary-Suffixes
RF 3.3a
Unit 5, Week 4: Jalapeño Bagels
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 6, Week 3: Talking Walls:
Art for the People
Unit 6, Week 5: Atlantis
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 3: Seeing Stars
Unit 3, Week 4: A Symphony of
Whales
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: American
Champion Swimmer
Unit 6, Week 4: Two Bad Ants
RF.3.3aIdentify and
know the
meaning of the
most common
prefixes and
derivational
suffixes.

RF.3.3bDecode words
with common
Latin suffixes.
 I can read
words with
suffixes.
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 3: Talking Walls:
Art for the People
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Watch Know Learn
RF.3.3cDecode multisyllable words.

Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 1: Penguin Chick
Unit 4, Week 5: Fly, Eagle, Fly!
Unit 5, Week 1: Suki’s Kimono

Watch Know Learn
RF.3.3d-Read
gradeappropriate
irregularly
 I can read
longer words
and words that
are spelled
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 1: The Man Who
Invented Basketball
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Plurals
Free Club Web-Plurals
My Teacher Pages
Irregular Verbs

I can find
prefixes and
suffixes in
words.
I know the
meanings of
some prefixes
and suffixes.
I can break
apart words
into syllable
segments to
help me
decode words
I do not know.
spelled words.
irregularly.
RF.3.4-Read
with sufficient
accuracy and
fluency to
support
comprehension.
 I can read
grade level
text with
accuracy.
RF.3.4a-Read
on-level text
with purpose
and
understanding.
 I can read
grade level
text with
purpose and
Unit 2, Week 2: What About
Me?
Unit 1, Week 4: Supermarket
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 2, Week 1: Penguin Chick
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 3: Prudy’s Problem
Unit 2, Week 4: Tops & Bottoms
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: American
Champion Swimmer
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 4: Jalapeño Bagels
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 6, Week 3: Talking Walls:
Art for the People
Unit 1 Week 4: Supermarket
Unit 2, Week 3: Prudy’s Problem
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FCRR Student Activity
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
Read TN
Great Student-Centered Activity
Building Fluent Readers
Mystery Reader
Read TN
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Fluency Support
Comprehension Guide
RF 3.4
Watch Know Learn
Cootie Catcher
understanding.
RF.3.4b-Read
on-level prose
and poetry
orally with
accuracy,
appropriate rate,
and expression
on successive
readings.
 I can read
grade level
text aloud
with accuracy.
RF.3.4c-Use
context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.

I can
recognize
when a word I
have read
does not
make sense
within the
text.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 2: What About
Me?
Unit 1, Week 3: Kumak’s Fish
Unit 2, Week 1: Penguin Chick
Unit 2, Week 3: Prudy’s Problem
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 4: A Symphony of
Whales
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 5: Fly, Eagle, Fly!
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 5, Week 4: Jalapeño Bagels
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 3: Talking Walls:
Art for the People
Unit 6, Week 4: Two Bad Ants
Unit 6, Week 5: Atlantis
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 1: Penguin Chick
Unit 2, Week 4: Tops & Bottoms
Unit 5, Week 2: I Love Saturdays
y domingos
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
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Watch Know Learn
Reading Fun-Poetry
Poetry
Poetry Splatter
Giggle Poetry
Internet 4 Classrooms
Watch Know Learn
Learning Farm
Teachers Pay Teachers


I can selfcorrect
misread or
misunderstood
words using
context clues.
I can reread
with
corrections
when
necessary.
Writing
W.AS.1Write
arguments to
support
claims in an
analysis of
substantive
topics, using
valid
reasoning and
relevant and
sufficient
evidence.
W.3.1-Write
opinion pieces
on topics or
texts,
supporting a
point of view
with reasons.
W.3.1aIntroduce the
topic or text
they are writing
about, state an
opinion, and
create an
organizational
structure that
lists reasons.

I can determine Not addressed in Reading Street
my opinion or
point of view
on a topic or
text.

I can create an
organizational
structure to
introduce my
topic and
opinion.
I can write an
opinion about
something that
I have read.
Unit 2, Week 3: Prudy’s Problem
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 5: Me and Uncle
Romie
W.3.1b-Provide
reasons that
support the
opinion.

I can support
my opinion
with details
from the text
that I have
noted on a
graphic
Unit 2, Week 3: Prudy’s Problem
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 5, Week 1: Suki’s Kimono






Read TN
Opinion Writing
Write Steps-Opinion
ALEX
Opinions and Conclusions
W.AS.2Write
informative
and
explanatory
texts to
examine and
convey
complex ideas
and
information
clearly and
accurately
through the
effective
selection,
organization,
and analysis
of content.
organizer.
Not addressed in Reading Street
I can connect
the reasons and
details with
words like:
because,
therefore,
since, and for
example.
Not addressed in Reading Street
I can write a
conclusion to
my writing.
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 or
explanatory
texts to examine
a topic and
convey ideas
and information
clearly.


I can write a
paper to inform
someone about
or explain a
topic.
W.3.2aIntroduce a
topic and group
related
information
together;
include
illustrations
when useful to
aiding
comprehension.

I can introduce
a topic and
group related
information
together.
I will include
illustrations
when useful to
aid in
comprehension
.


Unit 1, Week 4: Supermarket
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 4: A Symphony of
Whales
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 3: Rocks in His
Head
Unit 1, Week 3: Kumak’s Fish
Unit 1, Week 4: Supermarket
Unit 2, Week 4: Tops and
Bottoms
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 3: Seeing Stars
Unit 3, Week 4: A Symphony of
Whales
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: America’s
Champion Swimmer
Unit 5, Week 4: Jalapeno Bagels




Read TN
Watch Know Learn
Teachers Pay Teachers
Writing an Informational Article
W.3.2bDevelop 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.3.2dProvide a
concluding
statement or
section.
W.AS.3W.3.3-Write
Write
narratives to
narratives to
develop real or
develop real
imagined
or imagined
experiences or
experiences or events using
events using
effective
effective
technique,
techniques,
descriptive



Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 2: Talking Walls
Unit 1, Week 3: Kumak’s Fish
I can use
Unit 2, Week 5: Amazing Bird
details and
facts to support Nests
Unit 3, Week 5: Around One
the topic.
Cactus
I can use
Unit 5, Week 4: Jalapeno Bagels
illustrations,
Unit 6, Week 1: The Story of the
pictures, or
other media to Statue of Liberty
help my reader Unit 6, Week 2: Talking Walls
understand the
writing.
Not addressed in Reading Street
I can connect
my
information
using linking
words and
phrases.

I can write a
conclusion for
my paper.
Not addressed in Reading Street

I can write a
story about
something that
has happened
or a made up
story.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 2: What About
Me?
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 2, Week 2: I Wanna Iguana
Unit 3, Week 2: Pushing Up the
Sky




Read TN
Watch Know Learn
Teachers Pay Teachers
CC Writing Resources (all writing standards)
well-chosen
details, and
wellstructured
event
sequences.
details, and
clear event
sequences.
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 2: Happy Birthday,
Mr. Kang
W.3.3aEstablish a
situation and
introduce a
narrator,
characters, or
both; 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.


I can tell the
story in order
from
beginning to
end.
I can use
words to
describe the
characters and
setting in my
story.
I can use a
character’s
thoughts,
words,
feelings, and
actions to
show how
events happen
and how
characters
respond to the
events.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 2: What About
Me?
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 5: Fly, Eagle, Fly
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 4: Two Bad Ants
Unit 6, Week 5: Atlantis
Unit 2, Week 4: Tops and
Bottoms
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 5: Atlantis
W.3.3c-Use
temporal words
and phrases to
signal event
order.

W.3.3dProvide a sense
of closure.

W.AS.4Produce clear
and coherent
writing in
which the
development,
organization,
and style are
appropriate to
the task,
audience, and
purpose.
W.3.4-With
guidance and
support from
adults, produce
writing in
which the
development
and
organization are
appropriate to
task and
purpose.

W.AS.5Develop and
strengthen
writing as
needed by
planning,
revising,
editing,
rewriting, or
trying a new
W.3.5-With
guidance and
support from
peers and
adults, develop
and strengthen
writing as
needed by
planning,
revising, and


I can show
changes in
time by using
temporal
words and
phrases.
I can write a
conclusion
that sums up
the story.
I can identify
the writing
style that best
fits my task
and purpose.
I can use
graphic
organizers to
develop my
writing ideas.
I can create a
piece of
writing that
shows my
understanding
of a specific
writing style.
When someone helps
me:


I can use
prewriting
strategies to
formulate ideas.
I can recognize
that a good piece
of writing Unit 1, Week 2: What About
Me?
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 4, Week 5: Fly, Eagle, Fly
Not addressed in Reading Street
Unit 2, Week 3: Prudy’s Problem
Unit 2, Week 4: Tops and
Bottoms
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 2: Pushing Up the
Sky
Unit 4, Week 4: America’s
Champion Swimmer
Unit 5, Week 1: Suki’s Kimono
Unit 6, Week 2: Happy Birthday,
Mr. Kang




Read TN
Watch Know Learn
Teachers Pay Teachers
CC Writing Resources (all writing standards)
Unit 2, Week 1: Penguin Chick
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 5: Fly, Eagle, Fly




Read TN
Watch Know Learn
Teachers Pay Teachers
Writing Resources (all writing standards)
approach.
editing. (Editing
for conventions
should
demonstrate
command of the
first three
Language
standards in
Grades K-3.)
requires more
than one draft.
I can edit to
make my
writing clearer.
I can revise my
writing to make
sure I stay on
topic.
I can prepare a
new draft with
changes that
strengthens my
writing.



W.AS.6-Use
technology,
including
internet, to
produce and
publish
writing and to
interact and
collaborate
with others.
W.3.6-With
When someone helps
guidance and
me:
support from
 I can use
adults, use
resources and
technology to
technology to
produce and
finish and
publish writing
share my
(using
work.
keyboarding
skills) as well as
 I can work
to interact and
with others to
collaborate with
create a
others.
writing
project.
 I can use
keyboarding
skills to
prepare my
writing for
publication.
W.AS.7Conduct short
W.3.7-Conduct
short research

I can learn
new things
Not addressed in Reading Street




Read TN
Watch Know Learn
Teachers Pay Teachers
Writing Resources (all writing standards)
Not addressed in Reading Street


Read TN
Watch Know Learn
as well as
more
sustained
research
projects based
on focused
questions,
demonstrating
understanding
the subject
under
investigation.
W.AS.8Gather
relevant
information
from multiple
print and
digital
sources,
assess the
credibility and
accuracy of
each source,
and integrate
the
information
while
avoiding
plagiarism.
projects that
build
knowledge
about a topic.
Unit 6, Week 1: The Story of the
 I can recall
Statue of Liberty
information
from
experiences or
gather
information
from print an
digital sources
about a topic.
 I can take
notes about a
topic.
 I can sort the
information
from my notes
into provided
categories
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.AS.9-Draw N/A
evidence from
literary or
information
texts to
support
analysis,
reflection, and
 Teachers Pay Teachers
 Writing Resources (all writing standards)
about a topic
by doing
research.
N/A
N/A




N/A
Read TN
Watch Know Learn
Teachers Pay Teachers
CC Writing Resources (all writing standards)
research.
W.AS.10Write
routinely and
for 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 tasks,
purposes, and
audiences.
W.3.10-Write
routinely over
extended time
frames,
including time
for research,
reflection, and
revision, and
shorter time
frames such as a
single sitting or
a day or two for
a range of
disciplinespecific tasks,
purposes, and
audiences.
I can write for long or
short periods of time,
depending on my
task.
Not addressed in Reading Street
I can choose a writing
structure to fit my
task, purpose, and/or
audience.





Third Grade Writing
Watch Know Learn
Teachers Pay Teachers
Writing Resources-Weebly (all writing
standards)
Writing Workshop Lesson Plans (week by week
writer’s workshop)
I can write for a
variety of reasons.
I can complete a
writing assignment in
the time that my
teacher has set for
me.
Speaking and Listening
SL.AS.1Prepare for
and
participate
effectively in
a range of
conversations
and
collaborations
with diverse
partners,
building on
others’ ideas
and
expressing
their own
clearly and
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.
 I can bring the
correct
information to
a discussion.
Unit 1, Week 1: When Charlie
McButton Lost Power





Turn and Talk Video
Think Pair Share
Reading Quest
Reading Rockets-Think Pair Share
Reading Rockets-Listen Read Discuss
Lit and Learn Strategies
persuasively.
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.3.1bFollow agreedupon 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

I can give
ideas about
that
information to
the group.
Unit 1, Week 2: What About
Me?
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 4, Week 5: Fly, Eagle, Fly





Teacher Frames and Story Starters
Eduplace Graphic Organizers
Graphic Organizers
TeacherVision Graphic Organizers
Think Pair Share Graphic Organizers

I can follow
rules by
respecting and
listening to
others, taking
turns during a
discussion.
Unit 1, Week 4: Supermarket
Unit 2, Week 1: Penguin Chick
Unit 2, Week 3: Prudy’s Problem
Unit 3, Week 2: Pushing Up the
Sky
Unit 4, Week 3: Rocks in His
Head
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong



Discussion Rules
Lit Circles Discussion Rules
Engaging Students with Text


Asking "Spicy" Questions
Engaging Students with Text
 I can add to the Unit 2, Week 4: Tops and
Bottoms
discussion
after listening.
 I can stay on
topic by
making
comments
about the
comments to
the remarks of
others.
SL.AS.2Integrate and
evaluate
information
presented in
diverse media
and formats
including
visually,
quantitatively,
and orally.
information
being
discussed.
SL.3.1dExplain their
own ideas and
understanding
in light of the
discussion.
 I can make
connections
between the
comments of
others.
SL.3.2Determine the
main ideas and
supporting
details of a text
read aloud or
information
presented in
diverse media
and formats,
including
visually,
quantitatively,
and orally.
Not addressed in Reading Street
 I can identify
information
from a text
being read
aloud.
 I can identify
information
that is
presented in
different
formats.
 I can use the
information
gathered to
determine the
main idea and
support details
of a
presentation.
 I can compare
the main idea
with
supporting
details from
Not addressed in Reading Street








Engaging Students with Text
Incorporate a variety of graphic organizers to
assist students in appropriately organizing
information in order to prepare for classroom
discussions.
Eduplace Graphic Organizers
Graphic Organzers
Teacher Vision Graphic Organizers
View resources for SL.3.6 that support
sentence structure.
Main Idea and Details Chart
Main Idea Graphic Organizers
different
media forms
with similar
topics.
SL.AS.3Evaluate a
speaker’s
point of view,
reasoning, and
use of
evidence and
rhetoric.
SL.3.3-Ask and
answer
questions about
information
from a speaker,
offering
appropriate
elaboration and
detail.
 I can stay
focused on the
topic.
 I can ask the
speaker
appropriate
questions.
 I can answer
questions that
the speaker
asks.
Unit 6 Week 3: Talking Walls:
Art for the People

Asking "Spicy" Questions
SL.AS.4Present
information,
findings, and
supporting
evidence such
that listeners
can follow the
line of
reasoning and
the
organization
development,
and style are
appropriate to
task, purpose,
and audience.
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
pac

Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 3: Kumak’s Fish
Unit 1, Week 4: Supermarket
Unit 1, Week 5: My Rows and
Piles of Coins
Unit 2, Week 1: Penguin Chick
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin
Unit 3, Week 4: A Symphony of
Whales
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 4: America’s





Eduplace Graphic Organizers
Graphic Organizers
Teacher Vision Graphic Organizers
Main Idea and Details Chart
Main Idea Graphic Organizer

I can present a
topic, text,
story, or
experience
with facts and
relevant
descriptive
details.
I can share
information by
speaking in a
clear and
understandable
way.
SL.AS.5Make
strategic use
of digital
media and
visual
displays of
data to
express
information
and enhance
understanding
of
presentations.
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.



I can read
aloud stories or
poems and use
my voice to
make them
come to life.
I can share at
an
understandable
reading pace
on a recording
(video,
PowerPoint,
DVD, iPod,
iPad, computer
or CD).
I can use
pictures or
posters to help
the audience
understand my
reading.
Champion Swimmer: Gertrude
Ederle
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 5, Week 4: Jalapeno Bagels
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 6, Week 4: Two Bad Ants
Not addressed in Reading Street






Audio Boo
Story Kit.
Memos and Reading Fluency
Easispeak
Digital Voice Recorder
Audacity
SL.AS.6Adapt speech
to a variety of
contexts and
communicativ
e tasks,
demonstrating
command of
formal
English when
indicated of
appropriate.
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 37
and 39 for
specific
expectations.)
 I can recognize
a complete
sentence.
 I can speak
using
complete
sentences
when asked
to provide
details or
clarification.
Unit 3, Week 3: Seeing Stars
Unit 6, Week 5: Atlantis: The
Story of a Lost City
L.AS.1Demonstrate
command of
the
conventions
of standard
English
grammar and
usage when
writing or
speaking.
L.3.1Demonstrate
command of the
conventions of
Standard
English
grammar and
usage when
writing or
speaking.

I can
successfully
use the
conventions of
Standard
English
grammar when
writing or
speaking.
L.3.1a-Explain
the function of
nouns,
pronouns,
verbs,
adjectives, and
adverbs in
general and

I can explain
the correct use
of nouns,
pronouns,
verbs,
adjectives,
and adverbs.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 2: What About
Me?
Unit 1, Week 4: Supermarket
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 4: America’s
Champion Swimmer
Unit 4, Week 5: Fly Eagle Fly
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 2, Week 1: Penguin Chick
Unit 2, Week 2: I Wanna Iguana
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 5: Around One
Cactus




Reading Toolkit
Sentence Structure
Sentence Carousel
Jazzy Sentences





Conventions
TN Curriculum Center
Smarttech
Englishlinx
Watch Know Learn
Language


Learn Zillion
Learning Farm
their functions
in particular
sentences.
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 3: Rocks in His
Head
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 3: Prudy’s Problem
L.3.1b-Form
and use regular
and irregular
plural nouns.

I can make
and use
regular and
irregular
plural nouns
correctly.



Verbs and Nouns
YouTube-Plural Nouns
Plural Words
L.3.1c-Use
abstract nouns
(e.g.,
childhood).
L.3.1d-Form
and use regular
and irregular
verbs.

I can use
abstract
nouns.


Abstract Nouns
Learning Farm

Unit 3, Week 5: Around One
I can make
Cactus
and use
irregular verbs
correctly.


Verbs and Nouns
YouTube-Regular Nouns
L.3.1e-Form
and use the
simple (e.g., I
walked; I walk;
I will walk) verb
tenses

I can make
and use
simple verb
tenses correctly.
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 4: A Symphony of
Whales


Verb Tenses
Simple Verb Tenses
L.3.1f Ensure
subject-verb
and pronounantecedent
agreement.

I can make
sentences
where the
subject and verb agree.
Unit 1, Week 4: Supermarket
Unit 3, Week 3: Seeing Stars
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest



YouTube-Subject-Verb Agreement
Subject-Verb Agreement
Learning Farm
Not addressed in Reading Street
L.AS.2Demonstrate
command of
the
conventions
of standard
English
capitalization,
punctuation,
and spelling
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.

 I can correctly
use
coordinating
and
subordinating
conjunctions.
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 3: Talking Walls


Conjunctions/Compound and Complex
Sentences
Learning Farm
L.3.1i-Produce
simple,
compound, and
complex
sentences.

I can produce
simple,
compound and
complex
sentences.



YouTube-Compound Sentences
Teachers Pay Teachers-Sentences
Learning Farm
L.3.2Demonstrate
command of the
conventions of
Standard
English
capitalization,
punctuation,
and spelling
when writing.

I can use
correct
capitalization,
punctuation,
and spelling
when writing.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 2: What About
Me?
Unit 1, Week 6: My Rows and
Piles of Coins
Unit 3, Week 4: A Symphony of
Whales
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 3: Talking Walls
Unit 1, Week 3: Kumak’s Fish
Unit 2, Week 1: Penguin Chick
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest





Conventions
Read TN
Watch Know Learn
Internet 4 Classrooms-Punctuation
Gamequarium-Punctuation
I can correctly
use
comparative
and
superlative
adjectives and
adverbs.
Unit 5, Week 6: Jalapeno Bagels


Comparative and Superlative Adjectives and
Adverbs
Learning Farm
when writing.
L.3.2aCapitalize
appropriate
words in titles.

Unit 1, Week 3: Kumak’s Fish
Unit 6, Week 1: The Story of the
Statue of Liberty


Watch Know Learn
Gamequarium-Mechanics/Capitalization
L.3.2b-Use
commas in
addresses.
 I can use
commas in
addresses.
Unit 1, Week 3: Kumak’s Fish
Unit 6, Week 4: Two Bad Ants




Watch Know Learn
Fun English Games
Teachers Pay Teachers-Commas
ALEX
L.3.2c-Use
commas and
quotation marks
in dialogue.

Unit 6, Week 5: Atlantis





Watch Know Learn
Fun English Games-Punctuation
Gamequarium
Study Zone-Commas in a Quote
ALEX
L.3.2d-Form
and use
possessives.
 I can form and
use
possessives.
Unit 2, Week 4: Tops and
Bottoms
Unit 2, Week 5: Amazing Bird
Nests



Watch Know Learn
Teachers Pay Teachers-Commas
ALEX
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).

Unit 1, Week 3: Kumak’s Fish
Unit 3, Week 4: A Symphony of
Whales
Unit 4, Week 4: America’s
Champion Swimmer
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 3: Talking Walls

I can
capitalize
important
words in a
title.
I can use
commas and
quotation
marks in
dialogue.
I can spell
words that are
highfrequency and
studied.
I can add
suffixes to
base/root
words.



Watch Know Learn
Teachers Pay Teachers
ALEX
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.

I can use
spelling
patterns and
generalization
s like word
families,
syllable
patterns,
ending rules,
meaningful
word parts,
and position
based
spellings.
L.3.2g-Write
legibly in
cursive.

I can write in
cursive.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 3: Kumak’s Fish
Unit 1, Week 4: Supermarket
Unit 1, Week 6: My Rows and
Piles of Coins
Unit 2, Week 1: Penguin Chick
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 3: Prudy’s Problem
Unit 2, Week 4: Tops and
Bottoms
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 3: Seeing Stars
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 5: Fly Eagle Fly
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 5, Week 6: Jalapeno Bagels
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 6, Week 4: Two Bad Ants
Unit 6, Week 5: Atlantis
Not addressed in Reading Street







Watch Know Learn
Teachers Pay Teachers
ALEX
ALEX
Watch Know Learn
Watch Know Learn 2
Teachers Pay Teachers-L.3.2g
L.AS.3-Apply
knowledge of
language to
understand
how language
functions in
different
contexts, to
make
effective use
of choices for
meaning and
style, and to
comprehend
more fully
when reading
or listening.
L.3.2h-Consult
reference
materials,
including
beginning
dictionaries, as
needed to check
and correct
spellings.

I can use
reference
materials to
check
spelling.
Not addressed in Reading Street
L.3.3-Use
knowledge of
language and its
conventions
when writing,
speaking,
reading, or
listening.
Choose words
and phrases for
effect.

I can use my
knowledge of
language and
conventions
when writing,
speaking,
reading, or
listening.
Unit 4, Week 4: America’s
Champion Swimmer
Unit 6, Week 2: Happy Birthday
Mr. Kang
 Teachers Pay Teachers-Cursive
 ALEX
 Teachers Pay Teachers-Reference Materials





L.3.3aRecognize and
observe
differences
between the
conventions of
spoken and
written
Standard
English.


I can identify
words and
phrases in a
story that bring
it to life and
create effect or
interest.
I can use
words and
phrases to
make my
language more
Unit 2, Week 1: Penguin Chick
Unit 3, Week 5: Around One
Cactus
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 6, Week 4: Two Bad Ants


http://www.readtennessee.org/teachers/commo
n_core_standards/3rd_grade/language/l33.aspx
http://www.internet4classrooms.com/common
_core/use_knowledge_language_its_conventio
ns_when_language_third_3rd_grade_english_l
anguage_arts.htm
http://www.tncurriculumcenter.org/learning_ex
pectation/1687
http://www.readwritethink.org/classroomresources/lesson-plans/peer-edit-withperfection-786.html
http://alex.state.al.us/all.php?std_id=55010
Peer Editing
ALEX
exciting.
L.AS.4Determine or
clarify the
meaning of
unknown and
multiplemeaning
words and
phrases by
using context
clues,
analyzing
meaningful
word parts,
and
consulting
general and
specialized
reference
materials, as
appropriate.
L.3.4Determine or
clarify the
meaning of
unknown and
multiplemeaning words
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.
I can determine or
clarify the meaning of
unknown and multiple
meaning words and
phrases.

I can use
context clues
to understand a
meaning of a
new word.
Unit 1, Week 2: What About
Me?
Unit 1, Week 4: Supermarket
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 4: A Symphony of
Whales
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: America’s
Champion Swimmer
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 6: Jalapeno Bagels
Unit 6, Week 5: Atlantis
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 1, Week 2: What About
Me?
Unit 1, Week 4: Supermarket
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 4: A Symphony of
Whales
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 3: Rocks in His





Context Clues
Reading Rockets-Context Clues
FCRR
Power Up What Works-Content Clues
RISD Context Clues
L.3.4bDetermine the
meaning of the
new word
formed when a
known affix is
added to a
known word
(e.g.,
agreeable/disag
reeable,
comfortable/unc
omfortable,
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).



I can recognize
and define
common
affixes.
I can break
down unknown
words into
units of meaning to
determine
definitions.
I can
understand
words with
suffixes and prefixes added
to them.
I can use root/base
words to figure our
new words.
Head
Unit 4, Week 4: America’s
Champion Swimmer
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 6: Jalapeno Bagels
Unit 6, Week 5: Atlantis
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 2: Happy Birthday
Mr. Kang
Unit 3, Week 5: Around One
Cactus
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 1, Week 4: Supermarket
Unit 2, Week 5: Amazing Bird
Nests



Watch Know Learn
Learning Pod-Prefixes
Brain Pop-Prefixes/Suffixes



Rockboro Resources
McGraw-Hill Resources
Flocabulary
L.AS.5Demonstrate
understanding
of figurative
language,
word
relationships,
and nuances
in meaning.
L.3.4d-Use
glossaries or
beginning
dictionaries,
both print and
digital, to
determine or
clarify the
precise meaning
of key words
and phrases.

I can use
dictionaries or
the Internet to
find the
meanings of
words and
phrases.
Unit 1, Week 3: Kumak’s Fish
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 3: Seeing Stars
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 5: Fly Eagle Fly
Unit 6, Week 3: Talking Walls



Teachers Pay Teachers
The Education Center-Language Arts
Better Lesson-Glossaries/Dictionaries
L.3.5Demonstrate
understanding
of word
relationships
and nuances in
word meanings.

I can
demonstrate
an
understanding
of word
relationships.





Watch Know Learn
Teachers Pay Teachers
Gamequarium-Figurative Language
Fun English Games-Idioms
Fun English Games-Oxymorons
L.3.5aDistinguish 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
 I can tell the
difference
between literal
and non-literal
phrase
meanings.
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 2, Week 4: Tops and
Bottoms
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 5, Week 1: Suki’s Kimono
Unit 6, Week 2: Happy Birthday
Mr. Kang
Not addressed in Reading Street
 I can give reallife examples
of word
meanings.
Not addressed in Reading Street




Teachers Pay Teachers-L.3.5a
Teachers Pay Teachers-L.3.5b
Teachers Pay Teachers-L.3.5c
Read Write Think-Idioms




FCRR-Student Activity
FCRR-Student Activity 2
FCRR-Student Activity 3
Watch Know Learn
(e.g., describe
people who are
friendly or
helpful).
L.3.5cDistinguish
shades of
meaning among
related words
that describe
states of mind
or degrees of
certainty (e.g.,
knew, believed,
suspected,
heard,
wondered).
L.AS.6Acquire and
accurately use
a range of
general
academic and
domainspecific words
and phrases
sufficient for
reading,
writing,
speaking, and
listening;
demonstrate
independence
in gathering
vocabulary
knowledge.
L.3.6-Acquire
and use
accurately
gradeappropriate
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

I can show the
shades of
meanings of
related words.
I can recognize
words that
have similar
meaning, and
choose the
word that best
describes the
mood/state of
mind.
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 6: Jalapeno Bagels




Watch Know Learn
FCRR
Teachers Pay Teachers
Teachers Pay Teachers-Verb Cards
 I can use new
grade level
appropriate
words and
phrases.
 I can use grade
level
appropriate
words that tell
when and
where.
 I can recognize
the difference
between
general
academic
words and
phrases and
domainspecific words
Unit 1, Week 1: When Charlie
McButton Lost Power
Unit 1, Week 2: What About
Me?
Unit 1, Week 4: Supermarket
Unit 1, Week 6: My Rows and
Piles of Coins
Unit 2, Week 1: Penguin Chick
Unit 2, Week 2: I Wanna Iguana
Unit 2, Week 3: Prudy’s Problem
Unit 2, Week 4: Tops and
Bottoms
Unit 2, Week 5: Amazing Bird
Nests
Unit 3, Week 1: How Do You
Raise a Raisin?
Unit 3, Week 2: Pushing Up the
Sky
Unit 3, Week 3: Seeing Stars
Unit 3, Week 4: A Symphony of




Watch Know Learn
K-5 Core Curriculum
Read TN
Internet 4 Classrooms-Conversational/General
Language

them).
and phrases.
Whales
Unit 3, Week 5: Around One
Cactus
Unit 4, Week 1: The Man Who
Invented Basketball
Unit 4, Week 2: Hottest, Coldest,
Highest, Deepest
Unit 4, Week 3: Rocks in His
Head
Unit 4, Week 4: America’s
Champion Swimmer
Unit 4, Week 5: Fly Eagle Fly
Unit 5, Week 1: Suki’s Kimono
Unit 5, Week 2: I Love Saturdays
y domingos
Unit 5, Week 3: Good-Bye, 382
Shin Dang Dong
Unit 5, Week 6: Jalapeno Bagels
Unit 5, Week 5: Me and Uncle
Romie
Unit 6, Week 1: The Story of the
Statue of Liberty
Unit 6, Week 3: Talking Walls
Unit 6, Week 4: Two Bad Ants
Unit 6, Week 5: Atlantis