Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
Third Grade
Third Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Jennifer Angeli
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Catherine Frumkin
Patricia Galloway
Janice Kelly
Christine LaMonica
Elizabeth Sannie
Third Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of
what the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career
and college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of
achieving the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on
the standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet
the needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing
assessments about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to
teaching each in isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading,
integration is vital for students’ language development.
Third Grade
Page 3
PA Core Standards for Third Grade
Foundational Skills
1.1 Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
Phonics and Word Recognition
 Identify and know the meaning of most common prefixes and derivational suffixes
 Decode words with common Latin suffixes
 Decode multi-syllable words
 Read grade-appropriate irregularly spelled words
Fluency



Third Grade
Read on-level text with purpose and understanding
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Page 4
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, making connections among ideas
and between texts with focus on textual evidence.
Reading Informational Text
Reading Literature
Key Ideas and Details
 Identify main idea and key details, showing how they
support main idea
 Ask and answer questions about text
 Make inferences and refer to text to support responses
 Explain how a series of events, concepts, or steps in a
process is connected, using language for time, sequence,
and cause/effect
Craft and Structure
 Explain an author’s point of view
 Use text features and search tools to locate and interpret
information
 Distinguish between literal and non-literal meaning as
well as shades of meaning among related words
Key Ideas and Details
 Explain how central message, lesson or moral is
conveyed in text
 Ask and answer questions about test
 Make inferences and refer to text to support
responses
 Describe characters and explain how their actions
contribute to the plot
Craft and Structure
 Explain an author’s point of view
 Refer to text by using terms such as chapter, scene,
stanza
 Show how one part builds upon an earlier part of the
text
 Distinguish between literal and non-literal meaning
as well as shades of meaning among related words
Integration of Knowledge and Ideas
 Explain how illustrations convey meaning, create
mood, and emphasize character and setting
Integration of Knowledge and Ideas
 Use text features to demonstrate understanding of text
 Describe how an author connects sentences and
Third Grade
Page 5
paragraphs
 Compare and contrast the themes, settings, and
 Compare and contrast key and support details in two
plots of stories by same author about same or similar
texts on same topic
characters
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
 Use words and phrases acquired through conversations,
 Use words and phrases acquired through
general academics and content-specific vocabulary,
conversations, general academics and contentincluding spatial and temporal relationships
specific vocabulary, including spatial and temporal
relationships
 Determine or clarify the meaning of unknown or multiplemeaning words and phrases choosing flexibility from a
 Determine or clarify the meaning of unknown or
range of strategies and tools
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
Third Grade
Page 6
Writing
1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Informative
Argumentative
Narrative
Focus
Identify and introduce the topic
Introduce the topic state an opinion
Content
Develop the topic with facts,
definitions, details, and illustrations
Support opinion with reasons
Establish a situation and introduce a
narrator and/or character
Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations
Organize an event sequence that
unfolds naturally, using temporal
words and phrases and provide a sense
of closure
Choose words and phrases for effect
Organization Create an organizational structure
Style
Conventions
Third Grade
Create an organizational structure that
that includes information grouped and includes reasons linked in a logical
connected logically with a concluding
order and includes a concluding
statement or section
statement or section
Choose words and phrases for effect
Use a variety of words and sentence
types to appeal to the audience
Use complete sentences
Use complete sentences
Use appropriate paragraph structure
Use appropriate paragraph structure
Use correct subject-verb agreement
Use correct subject-verb agreement
Use correct pronoun case
Use correct pronoun case
Use commas in letter writing
Use commas in letter writing
Use correct grade-level spelling
Use correct grade-level spelling
Use correct word in troublesome pairs Use correct word in troublesome pairs
Use complete sentences
Use appropriate paragraph structure
Use correct subject-verb agreement
Use correct pronoun case
Use commas in letter writing
Use correct grade-level spelling
Use correct word in troublesome pairs
Page 7
Grammar







Use declarative, interrogative , exclamatory and imperative sentences with a (understood) subject and predicate
Identify the simple subject and simple verb of a sentence
Identify compound subjects and compound predicates
Define, classify, identify, and use nouns (concrete or abstract) and verbs as (action, linking or being) in sentences
Correctly use verb forms for present, past, future, and present perfect tenses for regular and irregular verbs
Correctly identify and use pronoun case
Use commas with modifiers
Response to Literature


Draw evidence from literary or information texts to support analysis, reflection, and research
Apply grade level reading standards for literature and informational texts
Production and Distribution of Writing
Writing Process


With guidance and support,
Focus on a topic
Strengthen writing through revising and editing
Technology and Publication

With guidance use technology to produce and publish (keyboarding) as well as to interact and collaborate with others
Conducting Research

Conduct short research projects that build upon knowledge about a topic
Credibility, Reliability, and Validity of Sources



Third Grade
Recall information from experience or gather information from print or digital resources
Take brief notes on sources
Sort evidence into provided categories
Page 8
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion



Engage effectively in a range of collaborative discussions on grade level topics
Build upon others’ ideas
Express own ideas clearly
Critical Listening
 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats
Evaluating Information

Ask and answer questions about information from a speaker, offering appropriate detail
Presentation of Knowledge and Ideas
Purpose, Audience, and Task


Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details
Speak clearly with adequate volume, appropriate pacing, and clear pronunciation
Context

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Integration of Knowledge and Ideas
Multimedia


Create engaging audio recordings of stories and poems that demonstrate fluid reading at an understanding pace
Add visual displays when appropriate to emphasize or enhance certain facts or details
Conventions of Standard English

Third Grade
Demonstrate command of the conventions of standard English when speaking based on Grade 3 level and content
Page 9
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills for
its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen
while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will
build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS; Second
Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSIBLE STUDENTS; Fifth Grade,
DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade; CONFIDENT INDIVIDUALS; and Eighth Grade, WORLDLY
THINKERS. These skills and overarching goals will develop accepting and understanding global thinkers for the 21st Century.
Third Grade: Goal: Problem Solvers
Children entering into third grade face many different social and academic obstacles. In order for academic success, problemsolving skills are an important factor. Using effective problem-solving techniques will not only help children avoid conflict with
others in a school setting, it will also help them avoid conflict in their everyday lives. It will strengthen children’s beginning
empathy skills and help them learn more positive attributions about another person’s intentions. The following theme
presented in each quarter allows students to develop these abilities:
Theme One: Traditions vs. Nontraditional-- Learning from the Past
Theme Two: Conflict vs. Cooperation-- Learning Together or Alone
Theme Three: Courage vs. Timidity-- Meet the Challenge
Theme Four: Empathy vs. Apathy-- Seeing it Through the Eyes of Others
Third Grade
Page 10
Theme 1- Traditions vs. Nontraditional --Learning from the Past
Enduring Understanding: “Like success, failure is many things to many people. With Positive Mental Attitude, failure is a learning experience, a rung on the
ladder, a plateau at which to get your thoughts in order and prepare to try again.” W. Clement Stone
Faced with more and more decisions, second graders transitioning into the third grade rely on problem solving skills to mature. Learning from the past and
building on that learning is an essential step to this process. In addition, recognizing that learning is a “work in progress” assists third graders in developing
independent problem- solving capabilities that will help them to respect each other’s differences and deliver unity to communities.
Essential Questions: (Each student will produce a weekly journal entry or a collage relating to the essential question).
What can stories teach you?
What can traditions teach you about cultures?
How do people from different cultures contribute to a community?
How can problem solving lead to new ideas?
How do landmarks help us understand our country’s story?
What is respect?
Cumulative Assessment:
Students will demonstrate problem solving techniques in their lives by answering at least three of the above questions and connecting it to at least three of the
works of study in the unit. The format for this assessment is for students to work independently or in a small group to complete one of the following projects:
oral presentation, travel brochure, community time line, formal letter, or time line of historical landmarks
Third Grade
Page 11
Goals:
Reading
Informational Text
Goals
Reading
Literature
Foundational
skills:
Writing,
Speaking, &
Listening,
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested Resources for
teachers
Academic
Vocabulary
Key Ideas and
Details
Identify main idea
and key details,
showing how they
support main idea
Craft and Structure
Explain an author’s
point of view
Integration of
Knowledge and
Ideas
Describe how an
author connects
sentences and
paragraphs
Vocabulary
Acquisition and
Use
Use words and
phrases acquired
through
conversations,
general academics
and contentspecific vocabulary,
including spatial
and temporal
relationships
Key Ideas
and Details
Ask and
answer
questions
about test
Craft and
Structure
Explain an
author’s
point of
view
Integration
of
Knowledge
and Ideas
Explain
how
illustration
s convey
meaning,
create
mood, and
emphasize
character
and setting
Vocabulary
Acquisition
and Use
Grammar
mechanics:
Sentences and
fragments
Capitalization
and
punctuation
Commands and
exclamations
Subjects and
predicates
Complete
sentences
Simple and
compound
sentences
Punctuate
simple and
compound
sentences
Phonics and
Word
Recognition:
Identify and
know the
meaning of
most common
prefixes and
derivational
Narrative Text:
Focus:
*Establish a
situation and
introduce a
narrator and/or
character.
Content
*Use dialogue
and
descriptions of
actions,
thoughts, and
feelings to
develop
experiences
and events or
show the
response of
characters to
situations
Organization
*Organize an
event sequence
that unfolds
naturally, using
temporal words
Mcgraw-Hill wonders,
www.Curriculumcorner.co
m
*fantasy
*expression
*moral
*Rhyme scheme
*Fable
*Visualize
*Character
*synonym
*Focus
*central event
*detail
*Heading
*Greeting
*Closing
*purpose
*tone
*draft
*technique
*revision
Third Grade
unit 1, Growing and
Learning
*Reading/writing
workshop
www.teacherspayteachers.
com
(interactive notebooks)
www.studyisland.com
*Anthology
www.readinga-z..com
*Leveled Readers
http://connected.mcgrawhill.com/
www.k12reader.com
http://rubistar.4teachers.o
rg/index.php
www.roobrix.com
www.tumblebooks.com
www.eduplace.com
www.englishforeveryone.c
om
www.edhelper.com
Page 12
Use words
and
phrases
acquired
through
conversatio
ns, general
academics
and
contentspecific
vocabulary,
including
spatial and
temporal
relationshi
ps
Third Grade
suffixes
Fluency:
Read on-level
text with
purpose and
understanding
and phrases
and provide a
sense of closure
Style
* Choose words
and phrases for
Response to
effect
literature:
Conventions:
Draw
*Use complete
evidence
sentences
from literary
Use appropriate
or
paragraph
information
structure
texts to
Use correct
support
subject-verb
analysis,
agreement
reflection,
Use correct
and research
pronoun case
Production and
Use
commas in
Distribution of
letter writing
Writing
Use correct
*Focus on a
grade-level
topic
spelling
Technology
Use correct
and
word in
Publication
With guidance troublesome
use
pairs
technology to
produce and
publish
(keyboarding)
as well as to
interact and
collaborate
Leveled readers Houghton
Mifflin Reading Series
We gather together, Now
Please get Lost
by Diane DeGroat
Little House on the Prairie
by Laura Ingalls Wilder
(lexile 780)
Davy Crockett by Stewart
H. Holbrook
Farmer Boy by Laura Ingalls
Wilder
Page 13
with others
Credibility,
Reliability, and
Validity of
Sources
Recall
information
from
experience or
gather
information
from print or
digital
resources
Speaking and
Listening:
*Engage
effectively in
a range of
collaborative
discussions on
grade level
topics
Determine
the main
ideas and
supporting
details of a
text read
aloud or
information
presented in
diverse media
formats
Third Grade
Page 14
Demonstrate
command of
the
conventions
of standard
English when
speaking
based on
Grade 3 level
and content
Third Grade
Page 15
Theme 2 – Conflict vs. Cooperation--Learning Together or Alone
Enduring Understanding: “In the long history of humankind those who learned to collaborate and improvise most effectively have prevailed.”--- Charles
Darwin
As young second graders transition into the third grade world they are faced with more and more questions. They need to rely on problem solving skills to
determine how to stand up for what they believe in. Words become very powerful as well as the presentation of ideas. Students confront their inner strengths
and weaknesses. Distinguishing the difference between conflict and cooperation within group interactions is essential for solid problem-solving capabilities.
“Individually, we are one drop. Together we are an ocean.”—Ryunosuke Satoro(father of the Japanese short story)
Essential Questions:
What does it take to solve a problem?
Why do you need to know the difference between cooperation and conflict?
What is cooperation?
How can you cooperate with others?
What is a conflict?
How can you change a conflict?
Why is it important to work together?
Why is cooperating important to being a good problem solver?
How does being a problem solver change a conflict?
Why is working together a good way to solve a problem?
How do people figure things out?
Why are individual qualities important?
What makes different animals unique?
How can one person change the way you think?
Cumulative Assessment:
Students will work in small groups or independently to complete and present one of the following projects: community improvement plan, drama play about an
immigrant, poster on the branches of government, animal survival flip-book, design a how-to book, animal poster, news story, phases of the moon poster,
product advertisement, newspaper article. Project will describe how they may demonstrate problem solving techniques in their lives by answering at least three
essential questions and connecting to at least three of the works of study in the unit.
Third Grade
Page 16
Goals:
Reading Informational
Text
Goals
Reading Literature
Foundational
skills:
Writing,
Speaking, &
listening
Assessment(s)
Suggested
Suggested Resources for teachers
*=nonnegotiable Materials
*=nonnegotiable
Key Ideas and Details
Ask and answer
questions about text
Craft and Structure
Use text features and
search tools to locate
and interpret
information
Integration of
Knowledge and Ideas
Describe how an author
connects sentences and
paragraphs
Vocabulary Acquisition
Determine or clarify the
meaning of multiplemeaning words and
phrases choosing
flexibility from a range
of strategies and tools
Key Ideas and
Details
Explain how
central message,
lesson or moral is
conveyed in text
Craft and
Structure
Refer to text by
using terms such
as chapter, scene,
stanza
Integration of
Knowledge and
Ideas
Compare and
contrast the
themes, settings,
and plots of stories
by same author
about same or
similar characters
Vocabulary
Acquisition and
Use
Determine or
clarify the
meaning of
unknown or
multiple-meaning
Grammar
mechanics:
Kinds of nouns
Capitalize
proper nouns
Singular and
plural nouns
Punctuate four
sentence types
Special nouns
Spelling Plural
Nouns
Combining
sentences
Commas
Possessive
Nouns
Apostrophes in
Possessive
nouns
Action Verbs
Quotation
Marks and
Colons in time
Present-tense
verbs
Subject-verb
agreement
Past-tense verbs
Abbreviations
Informative Text
Focus:
*Identify and
introduce the
topic
Content:
*Develop the
topic with facts,
definitions,
details, and
illustrations
Organization:
Third Grade
*Create an
organizational
structure that
includes
information
grouped and
connected
logically with a
concluding
statement or
section
Style:
Choose words
and phrases for
effect
Conventions:
Use complete
McGraw-Hill
Wonders
Academic
Vocabulary
Accurate
Collaboration
Connections
www.teacherspayteachers.com
Unit 2-Figure it
Cooperation
(interactive notebooks)
out
descriptive
Unit 3-One of a
events
www.studyisland.com
Kind
organize
Plagiarizing
www.readinga-z..com
*Reading/writing
Precise
workshop
Repetition
http://connected.mcgraw-hill.com/
Signal
*Anthology
Declarative,
www.k12reader.com
exclamatory,
*Leveled
http://rubistar.4teachers.org/index.php imperative,
Readers
interrogative
Relationship
www.roobrix.com
Essay
www.tumblebooks.com
Key word
Related
www.eduplace.com
Paragraph
Mimic
www.englishforeveryone.com
Quality
Closure
www.edhelper.com
Formal
Informal
Contractions
www.Curriculumcorner.com
Leveled readers Houghton Mifflin
Reading Series
Page 17
words and phrases
choosing flexibility
from a range of
strategies and
tools
and Name Titles
Future-Tense
Verbs
Book Titles
Combining
sentences with
verbs
Punctuation in
Formal letters,
dates,
addresses, and
locations
Phonics and
Word
Recognition:
Decode words
with common
Latin Suffixes
Fluency:
Read on-level
text orally with
accuracy,
appropriate
rate, and
expression on
successive
readings
sentences
Use
appropriate
paragraph
structure
Use correct
Novel Study:
Third Grade Angels
How to be Cool in the Third Grade
Owls in the Family by Farley Mowat
The Borrowers by Mary Norton
The Hobbit by J.R.R Tolkein
Mary Poppins by P.L. Travers
subject-verb
agreement
Use correct
pronoun case
Use commas in
letter writing
Use correct
grade-level
spelling
Use correct
word in
troublesome
pairs
Response to
literature:
Apply grade
level reading
standards for
literature and
informational
Third Grade
Page 18
texts
Production and
Distribution of
Writing
Strengthen
writing
through
revising and
editing
Technology and
Publication
With guidance
use technology
to produce and
publish
(keyboarding)
as well as to
interact and
collaborate
with others
Credibility,
Reliability, and
Validity of
Sources
Take brief
notes on
sources
Sort evidence
into provided
categories
Three-Study
Third Grade
Page 19
Speaking and
Listening
*Build Upon
others’ ideas
*Ask and
answer
questions
about
information
from a
speaker,
offering
appropriate
detail
*Speak clearly
with adequate
volume
appropriate
pacing, and
clear
pronunciation
*Produce
complete
sentences
when
appropriate to
task and
situation in
order to
provide
requested
detail or
clarification
*Create
Third Grade
Island
Benchmarks
Three- Scholastic
Reading
Inventory=lexile
scores
McGraw-Hill
reading wonders
Weekly, unit,
and benchmark
assessments
Grammar
quizzes
Weekly Spelling
tests
Cumulative
Assessments
Page 20
engaging audio
recordings of
stories and
poems that
demonstrate
fluid reading at
an
understanding
pace
*Demonstrate
command of
the
conventions of
standard
English when
speaking based
on Grade 3
level and
content
Third Grade
Page 21
Theme 3- Courage vs. Timidity--Meet the Challenge
Enduring Understanding:
As young second graders transition into the third grade world they are faced with more and more independence. They need to rely on problem solving skills to
determine how to stand up for what they believe in. Words become very powerful as well as the presentation of ideas. Students confront their inner strengths
and weaknesses. Understanding the difference between having courage and being fearful contains a great deal of social pressure. When developing problem
solving skills it takes courage to stand up for what you believe in. Students must meet the challenge to make good choices. “Our doubts are traitors, and make
us lose the good we often might win, by fearing to attempt.”-William Shakespeare, Measure for Measure
Essential Questions:
What choices are good for us?
How can you use what you know to help others?
How do animals adapt to challenges in their habitat?
How are people able to fly?
How can others inspire us?
Why is it important to stand up for yourself?
Why is it important to stand up for others?
How does being brave make you a good problem solver?
What are different ways to meet challenges?
What choices are good?
Cumulative Assessment:
Students will work in small groups or independently to complete and present one of the following projects: How-to Brochure, business advertisement,
endangered animal presentation, amusement park ride design, inspirational presentation describing how they may demonstrate problem solving techniques in
their lives by answering at least three essential questions and connecting to at least three of the works of study in the unit.
Third Grade
Page 22
Goals:
Reading Informational
Text
Key Ideas and Details
Make inferences and refer
to text to support
responses
Craft and Structure
Distinguish between literal
and non-literal meaning as
well as shades of meaning
among related words
Integration of Knowledge
and Ideas
Explain how illustrations
convey meaning, create
mood, and emphasize
character and setting
Vocabulary Acquisition
and Use
Use words and phrases
acquired through
conversations, general
academics and contentspecific vocabulary,
including spatial and
temporal relationships
Third Grade
Goals
Reading
Literature
Foundational
skills:
Writing,
Speaking, &
Listening
Key Ideas and
Grammar:
Details
Complex
Make
sentences
inferences and Using commas
refer to text to in sentences
support
Irregular verbs
responses
Correct verb
Craft and
forms
Structure
Linking Verbs
Show how one End Punctuation
part builds
and complete
upon an earlier sentences
part of the text Contraction
Integration of
with not
Knowledge
Using
and Ideas
Apostrophes
Compare and
Main and
contrast the
Helping Verbs
themes,
Commas and
settings, and
question Marks
plots of stories in Dialogue
by same author Foundation
about same or
Skills:
similar
Phonics & Word
characters
Recognition
Vocabulary
Decode multiAcquisition and syllable words
Use
Fluency:
Use words and Use context to
phrases
confirm or
acquired
self=correct
through
word
Assessment(s)
*=nonnegotiable
Suggested
Materials
*=nonnegotiable
Argumentative
Focus: Introduce
the topic state an
opinion
Content: Support
opinion with
reasons
Organization:
Create an
organizational
structure that
includes reasons
linked in a logical
order and
includes a
concluding
statement or
section
Style: Use a
variety of words
and sentence
types to appeal
to the audience
Conventions:
Use complete
sentences
Use appropriate
paragraph
structure
Use correct
subject-verb
agreement
McGraw-Hill
Wonders
Unit 4-Meet the
challenge
*Reading/writing
workshop
*Anthology
*Leveled Readers
Suggested Resources for teachers
Academic
Vocabulary
Inspire
Descriptive
Specific
www.teacherspayteachers.com
Intermission
(interactive notebooks)
Program
Props
www.studyisland.com
Habit
Positive
www.readinga-z..com
Impact
Realistic fiction
http://connected.mcgraw-hill.com/
Ask and
answer
www.k12reader.com
questions
http://rubistar.4teachers.org/index.php Point of view
Narrator
Fiction
www.roobrix.com
Dialogue
www.tumblebooks.com
Realistic
Illustrations
www.eduplace.com
Prefixes
Definition
www.englishforeveryone.com
Phrasing
Talent
www.edhelper.com
Task
Directions
Narrations
situations
www.Curriculumcorner.com
Leveled readers Houghton Mifflin
Reading Series
Page 23
conversations,
general
academics and
contentspecific
vocabulary,
including
spatial and
temporal
relationships
recognition and
understanding
rereading as
necessary
Response to
Literature:
*Draw evidence
from literary or
information
texts to support
analysis,
reflection, and
research
*Conduct short
research
projects that
build upon
knowledge
about a topic
*Credibility,
Reliability, and
validity of
sources-Sort
evidence into
provided
categories
Speaking and
Listening:
*Express own
ideas clearly
*Repost on a
topic or text, tell
a story, or
recount an
experience with
appropriate
Third Grade
Use correct
pronoun case
Use commas in
letter writing
Use correct
grade-level
spelling
Use correct word
in troublesome
pairs
Novel Study:
Sarah, Plain, and Tall
Charlotte’s Web by E.B. White
Carissa-American Girl
Who Stole the Wizard of OZ?
James and the Giant Peach
Call it Courage by Armstrong Sperry
Three-Study
Island
Benchmarks
Three- Scholastic
Reading
Inventory=lexile
scores
McGraw-Hill
reading wonders
Weekly, unit, and
benchmark
assessments
Grammar quizzes
Weekly Spelling
tests
Page 24
facts and
relevant
descriptive
details
*Produce
complete
sentences when
appropriate to
task and
situation in
order to provide
requested detail
or clarification
*Add visual
displays when
appropriate to
emphasize or
enhance certain
facts or details
*Demonstrate
command of the
conventions of
standard English
when speaking
based on Grade
3 level and
content
Third Grade
Cumulative
Assessments
Page 25
Theme 4 – Empathy vs. Apathy--Seeing it Through the Eyes of Others
Enduring Understanding: “If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from his angle as well as
your own.” –Henry Ford
Empathy is when you can feel another’s pain vs. apathy is just not caring. In quarter four students are exposed to more life lessons, where solving problems and
understanding the consequences of the decisions made to other people is critical. Students confront their inner strengths and weaknesses when they
communicate and present ideas. When developing problem solving skills it takes putting yourself in someone else’s shoes verses showing a lack of interest in
trying to resolve a problem. Understanding the difference between empathy and apathy will help students in self-discovery.
Essential Questions:
What is empathy?
Why is empathy important?
What is apathy?
Why is it important to develop empathy?
What are ways people can take action?
How do we decide what’s important?
How do we get what we need?
How do teams work together?
What do good citizens do?
Why is it important to show an interest in solving a problem?
What would happen if you did not show an interest in a specific topic?
Why are goals important?
How does being empathetic make you a good problem solver?
Cumulative Assessment:
Students will work in small groups or independently to complete and present one of the following projects: early culture presentation,
reduce/reuse/recycle/plan, emergency response team report, good citizen storyboard, energy sources pros and cons presentation, weather disaster news story,
goal setting plan, fantasy story with animal character, health slide show, or quality they value essay describing how they may demonstrate problem solving
techniques in their lives by answering at least three essential questions and connecting to at least three of the works of study in the unit.
Third Grade
Page 26
Goals:
Reading Informational
Text
Goals
Reading
Literature
Key Ideas and Details
Explain how a series of
events, concepts, or steps
in a process is connected,
using language for time,
sequence, and cause/effect
Craft and Structure
Explain an author’s point of
view
Integration of Knowledge
and Ideas
Compare and contrast key
and support details in two
texts on same topic
Vocabulary Acquisition
and Use
Determine or clarify the
meaning of unknown or
multiple-meaning words
and phrases choosing
flexibility from a range of
strategies and tools
Key Ideas and
Details
Describe
characters and
explain how
their actions
contribute to
the plot
Craft and
Structure
Distinguish
between literal
and non-literal
meaning as
well as shades
of meaning
among related
words
Integration of
Knowledge
and Ideas
Compare and
contrast the
themes,
settings, and
plots of stories
by same author
about same or
similar
characters
Vocabulary
Acquisition and
Third Grade
Foundational
skills:
Writing,
Speaking, &
listening
Grammar:
*Recognize the
state-of-being
verbs and use
correctly:
first and
second grade
lists AND could,
would, should,
shall, may,
might, must
Produce past,
present, and
future tense
action verbs
Phonics and
Word
recognition:
Read gradeappropriate
irregularly
spelled words
Fluency:
Read on-level
text with
purpose and
understanding
Response to
literature:
Assessment(s)
*=nonnegotiable
Suggested
Materials
*=nonnegotiable
Suggested Resources for teachers
Narrative:
Focus:
Establish a
situation and
introduce a
narrator and/or
character
Content:
Use dialogue and
descriptions of
actions, thoughts,
and feelings to
develop
experiences and
events or show
the response of
characters to
situations
Organization:
Organize an
event sequence
that unfolds
naturally, using
temporal words
and phrases and
provide a sense
of closure
Conventions:
Use complete
sentences
Use appropriate
paragraph
Mcgraw-Hill
wonders Unit 5-Take
Action
Unit 6-think it
over
www.Curriculumcorner.com
*Reading/writing
workshop
*Anthology
*Leveled Readers
Academic
Vocabulary
Needs
Wants
Nuclear
www.teacherspayteachers.com
Biofuel
(interactive notebooks)
Myth
Drama
www.studyisland.com
Scene
Stage
www.readinga-z..com
Directions
Dialogue
http://connected.mcgraw-hill.com/
Extreme
Weather
www.k12reader.com
Fable
http://rubistar.4teachers.org/index.php Achieve
Interview
Organize
www.roobrix.com
Order
Compare and
www.tumblebooks.com
contrast
www.eduplace.com
Signal words
Illustration
www.englishforeveryone.com
Caption
Conclusion
www.edhelper.com
precise
Leveled readers Houghton Mifflin
Reading Series
Novel Study:
Helen Keller
Page 27
Use
Determine or
clarify the
meaning of
unknown or
multiplemeaning words
and phrases
choosing
flexibility from
a range of
strategies and
tools
Apply grade
level reading
standards for
literature and
informational
texts
Production and
Distribution of
Writing
Credibility,
Reliability, and
Validity of
Sources
structure
Use correct
subject-verb
agreement
Use correct
pronoun case
Use commas in
letter writing
Use correct grade
level spelling
Use correct word
in troublesome
pairs
The Bravest Dog Ever: The True Story of
Balto By Natalie Standiford
Rats on the Roof by James Marshall
Sable by Karen Hesse
Gooseberry Park by Cynthia Rylant
The Black Stallion by Walter Farley
Sort evidence
into provided
categories
Speaking and
Listening
Determine
the main
ideas and
supporting
details of a
text read
aloud or
information
presented in
diverse media
formats
Ask and
answer
questions
about
information
from a
Third Grade
Page 28
speaker,
offering
appropriate
detail
Report on a
topic or text,
tell a story, or
recount an
experience
with
appropriate
facts and
relevant
descriptive
details
*Create
engaging
audio
recordings of
stories and
poems that
demonstrate
fluid reading
at an
understanding
pace
*Demonstrate
command of
the
conventions
of standard
English when
speaking
based on
Third Grade
Page 29
Grade 3 level
and content
Three-Study
Island
Benchmarks
Three- Scholastic
Reading
Inventory=lexile
scores
McGraw-Hill
reading wonders
Weekly, unit, and
benchmark
assessments
Grammar quizzes
Weekly Spelling
tests
Third Grade
Page 30
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.
Grade Level: Third Grade
Speaking
Writing
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Follow sequence from
multiple oral directions
(such as: “Write your name
on the top left-hand
side of the paper, then put
the date on the top righthand side”).
Position manipulatives or
realia according to one-step
oral commands to show
spatial relations (such as: “Put
the books on the table”).
Position manipulatives or
realia according to multiple
oral commands to show
spatial relations (such as: “Put
the cubes in a row across the
paper”).
Follow oral directions
verifying requests with cues
from teachers or peers
(such as: “Fold the paper in
half and place it on your
table the long way”).
Follow simple oral
directions with visual or
nonverbal support (such
as: “Write your name on
the top left-hand side of the
paper”).
Respond to icons, pictures,
and/or words on board games
or in activities.
Respond to words and/or
phrases on board games or
in activities.
Follow written directions
supported visually.
Follow written directions,
with peer or teacher
assistance.
Follow high frequency
written directions.
Give and ask for permission
or make requests using
gestures as needed.
Share feelings and emotions,
likes or dislikes using visual
supports.
Discuss interests,
opinions, or preferences
working with a partner.
Persuade peers to join in
activities or games by
working within a small
group.
Negotiate solutions to
problems, interpersonal
misunderstandings and/or
disputes working with a
partner.
Illustrate personal
experiences working with a
partner.
Label illustrations of personal
experiences with phrases
and short sentences working
with a partner.
Participate in a shared
writing activity about a
common experience
(such as: a field trip or
guest speaker).
Write an email message
using a picture dictionary.
Write in a dialogue journal
about personal
experiences.
Level 6- Reaching
Reading
Listening
Level 1
Entering
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Third Grade
Page 31
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Listening
Point to illustrations during
teacher’s reading of picture
books.
Sort pictures of short
segments of a read aloud
using a graphic organizer.
Sequence pictures from a
read-aloud using a
graphic organizer.
Respond to a read-aloud
by role-playing working
with a partner.
Draw conclusions from a
read-aloud using a
graphic organizer.
1.6.3B
Reading
Retell stories using a series
of pictures.
Match sentence strips to
illustrations in a story.
Sequence a series of
illustrated sentence strips
to tell a story.
Identify phrases or
sentences in a story that
support the main idea
working with a partner.
Participate in a reading/
literature circle to draw
conclusions about grade
level text.
R3.A1.3
Speaking
Answer WH-questions
based on illustrations in
response to stories, chants
or poems.
Describe a character from an
illustrated story to a partner.
Retell a story using
picture prompts with a
partner.
Discuss reasons for a
character’s actions
working with a partner.
Justify reasons for a
character’s actions with
visual supports.
1.6D
1.6E
Label family members in a
drawing or picture using a
word wall.
Write short sentences about
a family picture or drawing
using a word wall.
Write a journal entry about
a family event using a
picture dictionary or
word wall.
Write a paragraph
describing a family trip
using a guided model.
Write a letter to a friend
describing a family
vacation using a guided
model.
1.4.3A
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: Third Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Third Grade
Page 32