Meade County’s
3rd Grade
Curriculum
2013-14
This document is a compilation of the various curriculum documents that have been created by teams of teachers
within the district. This is an overview. More detailed information for instructional purposes is currently located on
district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content
areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music,
pe, library, counselors). The goal is to have all documents eventually housed on CIITS.
3rd Grade Reading Pacing
 The first page is an overview. Please refer to the pages that follow to see the standard.
 The last page is a blank calendar template so schools can intentionally pace each standard according to the materials used for instruction
Reading Chunk #1
Aug. 9- Nov. 26
3rd
Grade


3RL1 Locating
Information in a text
3RL3 Characters
(traits, motivations,
feelings) Sequence of
Events
3RL6 Author’s
Viewpoint/Author’s
Purpose





Vocabulary
Acquisition and Use
(20-25%)
Other (0%)


Integration of
Knowledge &Ideas (2025%
Craft and Structure
(20-25%)
Key Ideas and Details
(25-30% on Test Blueprint)

Reading Chunk #2
Dec. 2- March 14
RI1 Locating
Information in a text
3RI2 Main
Idea/Details
3RI3 relationship
between ideas and
concepts

3RI6 Author’s
Viewpoint/Author’s
Purpose

RI8 connection
between particular
sentences and
paragraphs in a text
3L4a/ Context Clues
3L5c synonyms








Purpose/Understanding
3RF4a
-Fall BreakOct. 1-5
3RL1 Locating Information
(repeat)
3RL2 Recount stories,
including folktales myths
& fables,-central message
&moral
3RL3 Characters ActionsSequence of Events
(repeat)

3RL5 : parts of stories,
dramas, and poems; how
each successive part builds
on earlier sections

3RL9 Compare /Contrast
(setting, plot, theme)
3RL7 Interpreting
Illustrations

3RL4/ 3L5a Literal/ nonliteral meaning of words.
3.L4bc, root words/
Prefixes Suffixes
3L4d dictionary/ glossary
3L5c synonyms (repeat)


Reading Chunk # 3
March 17- end of year
4 weeks (April)
Targeted instruction based on
IA analysis.
3RI.1 Locating
Information
(repeat)
3RI5 Text Features
3RI7 Interpreting
Illustrations
3RI9 Compare
/contrast(points &
key details)
informational
3RI4 general,
academic & domain
specific words
Irregular Spelled Words
3RF3abcd
Fluency 3RF4bc
*assessed in classroom all
year
Winter Break (Dec. 21-Jan1)
date of IA #1 week of Nov. 18th or 25th
data to Amy by Tues, Dec. 2
date of IA #2 week of March 10
data to Amy by Friday, March 14
3.RL.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.

3RL9…. School level..
district bank…Each school
will select 2 texts and
design questions to assess
comparing/ contrasting.
…will be saved on district
teacher share with other 3rd
grade IA work.


3.RI.10 By the end of the
year, read and comprehend
information texts, including
history/ social studies,
science, and technical texts, at
the high end of grades 2-3
text complexity band
independently and
proficiently.
3RI10/3RL10 Locating
Information
RL.6
April 2-6
Spring Break
K-PREP Testing
Last 14 days of school
May 22, 2013…Last day
END of YEAR Superintendent Summary using
MAP should be completed & sent to Melissa G.
the week after Spring Break.
3rd Grade Language Pacing
This is a list of language topics based on standards, teachers will use the actual standards to plan instruction.
Language:

Complete sentences
3.L.1i,

Subject/ predicate
Grade 3
3.L.1i



Statements, questions,
commands,
exclamations
Compound sentences
Language:

Nouns L1a

Common-proper L1a
L2a

Singular-plural L1b

Possessives L2d

Irregular Plural Nouns
3.1b
Language:

Verbs L1a

Action-linking L1a

Main-helping L1a

Subj.-verb agreement
L1f

Present-past-future L1e

Irregular verbs L1d
Language:

Pronouns L1a

Singular-plural L1a

Subject-object L1a

Possessives L2d

Contractions

prepositions
Language:

adjectives & articles
L1a

adverbs L1a

conjunctions (L1h)
Language:

capital letters L2a

abbreviations

combining sentences
L1i

commas L2b&c

quotations L2c
suffixes (ed 3.L.1e,
ing, er, est 3.L.2g )
3rd Grade Writing Pacing
Each school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory
texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing
throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative
prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not
over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results
will be sent to the district.
Math: 3rd Grade Pacing Calendar
Learning Chunk #1
Aug. 7-Sept.19
Learning Chunk #2
Sept. 20-Oct 29
Learning Chunk #3
Oct 30 -Dec. 20
Learning Chunk #4
Jan. 6-Feb.14
Aug. 7-9 (2 days)
Pretest #1
Week of Sept. 18-19 (20 PD)
2.1, 2.2
Oct 30-Nov 1 (3 days)
4.3, 4.4, 4.5
Aug. 12-16 (5 days)
1.1, 1.2, 1.4,
Sup. Elapsed Time
Sept. 23-27 (5 days)
2.3, 2.4, 2.5, 2.6,
Nov. 4-8(4 days)
4.6, 4.7, 4.8
Nov.11-15 (5 days)
5.1, 5.2, 5.3, 5.5,
Jan. 6-10 (5 days)
7.1
Multiplication Unit- very
heavy in the standards
7.2, 7.3, 7.4
Aug. 19-23 (5 days)
Sept 30- Oct 4 (5 days)
2.7, 2.8, 2.9, 3.2
1.5
Fall Break
Oct 7-11
SUP. GRAPHS & PICTO
Sept. 2-6 (4 days)
1.6, 1.8, 1.10, 1.11,
Feb. 24-28 (5 days)
9.4, 9.5, 9.6,
April 14-18 (5 days)
Mar 3-7 (5 days)
9.7, 9.8, 9.9,
Nov. 25-26 (2 days)
Jan. 27-31 (5 days)
8.3, 8.4
SUPPLEMENT
Mar 10-14 (5 days)
9.10, 9.11, 9.12
April 28 – May 2
Dec 2 - 6 (5 days)
6.2, 6.4, 6.5, 6.6
Feb 3 - 7 (5 days)
8.5, 8.6,
SUP. Fractions
March 17-21 (5 days)
10.1, 10.2, 10.3
SUPPLEMENT
May 5-9 (5 days)
State Testing
Dec. 9-13 (5 days)
6.8, 6.9
Feb.10-14 (4 days)
8.7 & 8.8
Sup. Fractions
March 24-28 (5 days)
10.4, 10.5
Supplement
Post Test IA 4
May 12-16 (5 days)
State Testing
Last 10 days of school
calendar
Computation/Fluency Check #3
Thanksgiving Break Week
6.1
Oct 14-18 (5 days)
3.3, 3.4, 3.6,
Oct. 21-25 (5 days)
3.7, 3.8, 4.1, 4.2
Week of Sept. 16-20
Oct. 28-Oct 29
Dec 16 - 20 (5 days)
Post Test IA 1
Post IA 2
Post IA 3
Pre Test IA 4
Pre Test IA 3
Computation Check/
(AIMSweb)
IA#1 week of Sept. 16
Data to Amy 9/19
Data Analysis 9/20 (PD)
SUPPLEMENT MD.7 C & D
Jan. 20-24 (4 days)
7.9, 8.1, 8.2
SUPPLEMENT
Rounding to the Nearest
10 or 100.
Pretest #2
April 7-11 (5 days)
Posttest #5 Review
10.6, 10.7 (opt)
Nov. 18-22 (5 days)
5.6
Sup. Line Plot
Sup. Measuring to ¼ Inch
Sept. 9-13 (5 days)
1.12, 1.13 (opt)
Supplement
Pretest IA 5
9.2, 9.3
Learning Chunk #6
April 7-May16
10.8, 10.9, 10.10 (opt)
Cont. Sup. Elapsed Time
Aug. 26-30 (5 days)
Jan. 13-17 (5 days)
7.5, 7.6, 7.7, 7.8
Learning Chunk #5
Feb. 18-March 28
Feb.18-21 (4 days)
April 21-25 (5 days)
Unit 11 – probability (opt)
fractions- heavy in
standards
State Testing
fractions- heavy in
standards
Post IA 5
March 31- April 4
Spring Break
Computation/Fluency
Check #2
IA#2 week of Oct. 28
Data to Amy 10/31
Data Analysis 11/5 (PD)
IA#3 week of Dec. 16
Data to Amy 12/19
Data Analysis 1/3 PD
**Constructed Response should be happening throughout the year.
IA#4 week of Feb. 10
Amy Feb. 2/13
Data Analysis 2/14 (PD)
IA#5 week of March 24
Data to Amy March 28
Data Analysis…school
decision
IA#1 week of Sept. 17
Data to Amy 9/20
Data Analysis 9/21 (PD)
3rd Grade Pacing Calendar for Science/Social Studies Instruction
(Science will be taught within the context of ELA instead of as an isolated content.)
Highlighted Standards will be the focus of each chunk.
Learning Chunk #1
Learning Chunk #2
Learning Chunk #3
(Aug.-mid Sept.)
(mid. Sept - early Nov.)
early Nov.-W. break
Engineering and Design
ETS1.A: Defining and Delimiting Engineering Problems
 Possible solutions to a problem are limited by available
materials and resources (constraints). The success of a
designed solution is determined by considering the desired
features of a solution (criteria). Different proposals for solutions
can be compared on the basis of how well each one meets the
specified criteria for success or how well each takes the
constraints into account. (3-5-ETS1-1)
ETS1.B: Developing Possible Solutions
 Research on a problem should be carried out before
beginning to design a solution. Testing a solution involves
investigating how well it performs under a range of likely
conditions. (3-5-ETS1-2)
 At whatever stage, communicating with peers about
proposed solutions is an important part of the design process,
and shared ideas can lead to improved designs. (3-5-ETS1-2)
 Tests are often designed to identify failure points or
difficulties, which suggest the elements of the design that need
to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution
 Different solutions need to be tested in order to determine
which of them best solves the problem, given the criteria and
the constraints. (3-5-ETS1-3)
Interdependent Relationships in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
 When the environment changes in ways that affect a place’s physical
characteristics, temperature, or availability of resources, some
organisms survive and reproduce, others move to new locations, yet
others move into the transformed environment, and some die.
(secondary to 3-LS4-4)
LS2.D: Social Interactions and Group Behavior
 Being part of a group helps animals obtain food, defend themselves,
and cope with changes. Groups may serve different functions and vary
dramatically in size. (Note: Moved from K–2) (3-LS2-1)
LS4.A: Evidence of Common Ancestry and Diversity
 Some kinds of plants and animals that once lived on Earth are
no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)
 Fossils provide evidence about the types of organisms that lived long
ago and also about the nature of their environments. (3-LS4-1)
LS4.C: Adaptation
 For any particular environment, some kinds of organisms survive
well, some survive less well, and some cannot survive at all. (3-LS4-3)
LS4.D: Biodiversity and Humans
 Populations live in a variety of habitats, and change in those habitats
affects the organisms living there. (3-LS4-4)
Interdependent Relationships in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
 When the environment changes in ways that affect a place’s physical
characteristics, temperature, or availability of resources, some organisms
survive and reproduce, others move to new locations, yet others move into
the transformed environment, and some die. (secondary to 3-LS4-4)
LS2.D: Social Interactions and Group Behavior
 Being part of a group helps animals obtain food, defend themselves, and
cope with changes. Groups may serve different functions and vary
dramatically in size. (Note: Moved from K–2) (3-LS2-1)
LS4.A: Evidence of Common Ancestry and Diversity
 Some kinds of plants and animals that once lived on Earth are
no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)
 Fossils provide evidence about the types of organisms that lived long ago
and also about the nature of their environments. (3-LS4-1)
LS4.C: Adaptation
 For any particular environment, some kinds of organisms survive well,
some survive less well, and some cannot survive at all. (3-LS4-3)
LS4.D: Biodiversity and Humans
 Populations live in a variety of habitats, and change in those habitats
affects the organisms living there. (3-LS4-4)
IA#1 when instruction is complete; send data to
Givans/Tabor
IA#2 when instruction is complete; send data to
Givans/Tabor
Inheritance and Variation of Traits: Life Cycles and Traits
Science
LS1.B: Growth and Development of Organisms
 Reproduction is essential to the continued existence of every kind of
organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)
LS3.A: Inheritance of Traits
 Many characteristics of organisms are inherited from their parents. (3LS3-1)
 Other characteristics result from individuals’ interactions with the
environment, which can range from diet to learning. Many characteristics
involve both inheritance and environment. (3LS3-2)
LS3.B: Variation of Traits
 Different organisms vary in how they look and function because they
have different inherited information. (3-LS3-1)
 The environment also affects the traits that an organism develops. (3LS3-2)
LS4.B: Natural Selection
 Sometimes the differences in characteristics between individuals of the
same species provide advantages in surviving, finding mates, and
reproducing. (3-LS4-2)
May 2013
Science continued on next page
↓
IA#3 when instruction is complete; send data to Givans/Tabor
Learning Chunk #4
Jan.-mid Feb.
Inheritance and Variation of Traits: Life Cycles and Traits
LS1.B: Growth and Development of Organisms
 Reproduction is essential to the continued existence of every kind of
organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)
LS3.A: Inheritance of Traits
 Many characteristics of organisms are inherited from their parents. (3-LS3-1)
 Other characteristics result from individuals’ interactions with the
environment, which can range from diet to learning. Many characteristics
involve both inheritance and environment. (3LS3-2)
LS3.B: Variation of Traits
 Different organisms vary in how they look and function because they have
different inherited information. (3-LS3-1)
 The environment also affects the traits that an organism develops. (3-LS3-2)
LS4.B: Natural Selection
 Sometimes the differences in characteristics between individuals of the same
species provide advantages in surviving, finding mates, and reproducing. (3LS4-2)
IA#4 when instruction is complete; send data to Givans/Tabor
Learning Chunk #5
mid Feb. – Sp. Break
Weather and Climate
Learning Chunk #6
Spring Break- end
Forces and Interactions
ESS2.D: Weather and Climate
 Scientists record patterns of the weather across different times
and areas so that they can make predictions about what kind of
weather might happen next. (3-ESS2-1)
 Climate describes a range of an area's typical weather conditions
and the extent to which those conditions vary over years. (3-ESS2-2)
ESS3.B: Natural Hazards
 A variety of natural hazards result from natural processes.
Humans cannot eliminate natural hazards but can take steps to
reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea
is also addressed by 4-ESS3-2.)
PS2.A: Forces and Motion
 Each force acts on one particular object and has both strength and a
direction. An object at rest typically has multiple forces acting on it, but
they add to give zero net force on the object. Forces that do not sum to
zero can cause changes in the object’s speed or direction of
motion. (Boundary: Qualitative and conceptual, but not quantitative
addition of forces are used at this level.)(3-PS2-1)
 The patterns of an object’s motion in various situations can be
observed and measured; when that past motion exhibits a regular
pattern, future motion can be predicted from it. (Boundary: Technical
terms, such as magnitude, velocity, momentum, and vector quantity,
are not introduced at this level, but the concept that some quantities
need both size and direction to be described is developed.) (3-PS2-2)
PS2.B: Types of Interactions
 Objects in contact exert forces on each other. (3-PS2-1)
 Electric and magnetic forces between a pair of objects do not require
that the objects be in contact. The sizes of the forces in each situation
depend on the properties of the objects and their distances apart and,
for forces between two magnets, on their orientation relative to each
other. (3-PS2-3),(3-PS2-4)
IA#5 when instruction is complete; send data to
Givans/Tabor
Grades K-2: when instruction is complete; send data to
Givans/Tabor.
3rd Grade Social Studies Pacing
In January, a revision-and-writing team was formed with the initial convening to happen this month. The national framework draft will drive the revision/writing process. This work will
be done through July 2013. A review-and-comment period is planned for August/September 2013, with final standards presented to the Kentucky Board of Education in October.
Full implementation of the new social studies standards will occur in the 2014-15 academic year
Start of School – Fall Break
Fall Break- Winter Break
Geography/Map Skills
Winter Break-Spring Beak
Early Communities in America:
NativeAmericans
SS-EP-4.1.1 ; 4.1.2; 4.1.3; 4.2.1
Communities Have Local
Government
SS-EP-5.2.2; 2.1.2; 1.1.1; 4.4.1



How do geographic tools (e.g., maps,
globes, mental maps, charts, graphs)
provide information about where we
work, live, and play?
How are various landforms and bodies
of water alike and different?
How does geography affect how and
where people live?
SS-EP-1.3.2;2.2.1; 2.3.1; 2.3.2;3.4.3;
4.1.3; 4.3.1; 4.3.2; 4.4.2; 5.2.3;









What is a community?
How does geography affect how and
where people live in a community?
What kinds of things do responsible
citizens do for their community?
Why do I need a community?
Why does my community need me?
Why do different communities need
each other?
How does the physical environment
affect the lives of the people in a
community?
What makes a good community?
How do community members and
government leaders solve problems?
Patriotism
SS-EP-5.1.1.1; 5.2.1
SS-EP-1.1.1; 2.2.1; 1.3.1; 1.2.1; 1.1.2





Community
Spring Break-End of School
What is culture?
How did the physical environment affect the
early cultures of diverse groups of Native
Americans (Northwest, E. Woodland, Plains,
Southwest)?
How were the early Native American tribes
alike and different?
How do historians know about what life was
like for the early Native Americans?
Early Communities in America
(English Colonies)




Why does a community need to have its own
government?
How do the basic democratic principles
commonly held by Americans affect my life?
What are the roles and responsibilities of
members of the local government?
Why do communities need rules (laws) and
consequences for breaking them?
Economics in Communities






Why did Europeans begin coming to the
"new world."
What is a colony?
How were the English colonies alike and
different?
What was life like for the early English
colonist?
How did the physical environment affect the
life of the early English colonists?
How do historians know about what life was
like for colonists?
How did the colonists and Native Americans
interact?

Communities in the World
SS-EP-3.1.1; 3.3.1; 3.3.2; 3.4.1; 3.4.2; 3.4.3; 3.2.1
SS-EP-4.3.1; 4.2.1; 2.1.1; 2.1.2


SS-EP-4.3.1; 4.4.2; 4.1.3; 4.4.1; 4.3.2


What are some examples of primary
and secondary sources that help us
interpret our country's history?
How can American symbols,
landmarks, & holidays help explain
basic democratic principles and
significant events in US history?
How have the contributions of
historicaal heroes affected my life?


Why can't people in a community have
everything they want or need?
How do communities distribute and exchange
goods and services?
What factors influence what goods & services
are made and offered to people in a
community?Examples: wants, needs,
available resources, demand, technology



What physcial characteristics
impact where people decide to
settle?
How are all cultures alike?
What makes cultures differ?
How do social institutions help a
community?
Kentucky
3rd Grade Financial Literacy Pacing
In March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description
showing both national standards and Ky core content is located on district teacher share. Once a month, primary teachers will use a read-aloud to provide instruction in
consumerism. There’s a document with suggested literature and lessons also on district teacher share.
September
Financial Responsibility and
Decision Making
October
Income and CareersElementary counselors
explore careers with
students during guidance
lessons.
November
Planning and Money
Management
December
Planning and Money
Management
January
Knowledge Statement: Every spending decision has an opportunity
cost.
Standard 4: Make financial decisions by systematically
considering alternatives and consequences.
Knowledge Statement: Entrepreneurs, who work for themselves by
starting new businesses, hope to earn a profit, but accept the risk of
a loss.
Standard 1: Explore career options.
Knowledge Statement: People pay for goods and services in
different ways.
Standard 3: Describe how to use different payment
methods.
Knowledge Statement: People pay for goods and services in
different ways.
Standard 3: Describe how to use different payment
methods.
Knowledge Statement(s): Risk is a part of daily life. & People have
choices for dealing with risk.
Standard 1: Identify common types of risks and basic risk
Knowledge Statement: Every saving decision has an opportunity cost.
Standard 1: Discuss how saving contributes to financial
well-being.
Credit & Debt
February
Risk Management and
Insurance
March
Saving and Investing
April
Financial Responsibility and
Decision Making
management methods.
3rd Grade A/H Pacing
A public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments,
will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The
Kentucky Board of Education would then consider adoption.
Third Grade Visual Arts
(sample draft created summer 2010)
The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times
during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer
completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.
Elements of Art
I can…
Color
Color Schemes/ Groups
Value
Use primary colors to create a color wheel showing primary and secondary colors by myself.
Identify warm and cool colors in a piece of art.
Create different values of a color. This means I can use black and white to create tints and shades of a color.
Shape
Form
Draw examples of organic and geometric shapes.
Explain the difference in 2-dimensional shapes and 3-dimensional forms.
Compare geometric form and organic form in sculpture or architecture.
Line
Identify and draw various kinds of lines (e.g., horizonal, vertical, diagonal, curved, zigzag)
Texture
Use lines to create visual texture
Space
Use a horizon line and overlapping to show space or depth in a landscape. Horizon means I can draw a line that separates earth and sky in a
landscape.
Use overlapping of lines and shapes to show depth in a work of art.
Media & Processes
Use elements of art to create a landscape, portrait, and/or still life.
Use different processes to create works of art.
Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collage
Three-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting)
Name the media (plural) or medium (singular) I used to create a work of art. This means I can tell what I used to make the art like crayon,
pencil, or paint.
Two-dimensional- crayon, pencil, paint, fabric, yarn, paper
Three-dimensional - clay, papier-mâché
Exploration of art will include a look at art from diverse cultures and time periods.
2nd-3rd Drama -
(sample draft created summer 2010)
The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times
during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer
completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible
integration of the content. Drama will be also be incorporated into reading and other content when possible.
Reading and Writing Scripts
 I can tell a story or recount an experience with appropriate facts and relevant, descriptive
Students will make and write plays.
details to communicate the storyline (plot) (new standards for speaking & listening#4)
 I can improvise dialogue to tell a story.
Acting
Students will portray characters in formal presentations and
improvisations.
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
I can use sounds, movement, props, and/or costumes to imitate a character from a story.
I can use various creative dramatics (improvisation, mimicry, pantomine, role playing,
puppetry, etc…) act out simple stories and/or poems.
Directing (Technical Theater)
Students will design and build environments for classroom
dramatizations.


I can use costumes, makeup, voice, and gestures to portray a character and mood.
I can use materials to create the setting or environment for dramatization.
Analyze & Respond
Students will analyze and explain personal preferences

(from KY core content) I can watch dramatic productions and describe literary elements, technical
elements and/or performance elements using drama/theatre terminology.
Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end)
Technical elements - Scenery, Costumes, Props, Make-up
Performance elements - Acting (how speaking, moving help to create characters)
Comparing & Connecting
Students will compare and connect different forms of art. (plays, theatre,
film, television, electronic media) and relate them to daily life, past and
present..
Exploration of art drama will include a look at art from diverse cultures and time periods.
Music Pacing
Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.
Learning Chunk #1



Beat
Rhythm
tempo
Learning Chunk #2


melody
harmony
Learning Chunk #3
Learning Chunk #4
 Native American songs
 Performance
AH-___-4.1.5
 Instrument families
 Colonial/
Appalachian/ AfricanAmerican music
Learning Chunk #5




Dynamics
Form
Music Styles
Colonial/ Appalachian/
African-American music
Learning Chunk #6

Performance
AH-___-4.1.5
Physical Education Pacing
Grade level, skill specific pacing is currently located on district teacher share.
Learning Chunk 1
Learning Chunk 2
Learning Chunk 3
Learning Chunk 4
Learning Chunk 5
Learning Chunk 6
Students will
demonstrate basic
psychomotor skills
(locomotor and
nonlocomotor)
Students will demonstrate
Lifetime Physical
Wellness Skills
Students will demonstrate
Lifetime Physical
Wellness Skills
Students will demonstrate
Lifetime Physical
Wellness Skills
Students will demonstrate
psychomotor skills related to
DANCE.
Students will demonstrate
Lifetime Physical
Wellness Skills
(rules of game, rules of
play, practice, fitness,
benefits, sportsmanship)
(rules of game, rules of
play, practice, fitness,
benefits, sportsmanship)
(rules of game, rules of
play, practice, fitness,
benefits, sportsmanship)
(rules of game, rules of
play, practice, fitness,
benefits, sportsmanship)
Students will
demonstrate
psychomotor skills in
soccer
Students will demonstrate
psychomotor skills
related to soccer
Students will demonstrate
psychomotor skills
related to basketball
Students will demonstrate
psychomotor skills
related to volleyball
Students will demonstrate
psychomotor skills
related to kickball
Students will
demonstrate
psychomotor skills in
football
Students will demonstrate
psychomotor skills
related to football
Students will demonstrate
psychomotor skills
related to handball
Students will demonstrate
psychomotor skills
related to racket sports
…will probably be moved to
chunk 6 if more time is
required to adequately teach
DANCE.
Students will demonstrate
psychomotor skills related to
baseball/softball/wiffle ball
**In locations where equipment is available,
intermediate students will be introduced to
psychomotor skills related to archery,
Students will demonstrate
psychomotor skills
related to jump rope
3rd Grade Library Pacing
Start of School – Fall Break
Fall Break- Winter Break
Winter Break-Spring Beak
Spring Break-End of School
Alphabetical letter
genres
plot
6+1 Traits of Writing
Seasonal books
Caldecott Award
KY Bluegrass Award
Poetry
Figures of speech (simile, metaphor,
personification)
3.RL.1 3.RL.3 3.RL. 6
3.Ri.1, 3.Ri.2 3.Ri. 6
ABC order IL.1.5
K.RF.1 aBook Selection IL.4.1
Book Care IL.7.2
3.RL.9
3.RL.2 3.RL.7
3.Ri.5 3.Ri.7 3.Ri.9
Encylopedia IL2.4
3.RL.4
Learning Targets
Learning Targets
Learning Targets
Learning Targets












I can take good care of my library
books and return them on time.
I can pick a book that is just right
for me.
I can use ABC order.
I can ask and answer questions
about a story.
I can explain my point of view.
I can describe characters in a
story.
I can determine the main idea and
key details in an informational
text.
I can ask and answer questions
from an informational text.
I can distinguish between my
point of view and information in a
nonfiction book.


I can take good care of my library books
and return them on time.
I can pick a book that is just right for
me.
I can compare and contrast themes,
settings, and plot within a series of
books.








I can take good care of my library books
and return them on time.
I can pick a book that is just right for me.
I can determine the lesson, or moral, of a
story, using details.
I can explain why the illustrations are
important to a story.
I can use search tools on a computer.
I can use hyperlinks to find more
information.
I can use illustrations and words to help
me understand the text.
I can compare and contrast information
from two nonfiction books.
I can use an encyclopedia to find
information.




3.RL.5
3.RF.4b
3.RI.4
I can take good care of my library
books and return them on time.
I can pick a book that is just right
for me.
I can determine how fiction books
are separated into chapters, and
poems are separated into stanzas.
I can determine the meaning of
words or phrases in an
informational text about a specific
topic.
I can determine the meaning of
words or phrases in an
informational text about a specific
topic.
Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)
Topics
This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a
counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom.
1st Semester
2nd Semester
 Bullying/ Harassment
 Career Education (career awareness, exploration, & planning; employability
skills- 14 career clusters)
 Conflict resolution
 6th grade ILPs
 Drug and alcohol awareness
 Character Ed.- (Imbedded in school-wide behavior expectations)
 Decision making skills
 Character Ed.- (Imbedded in school-wide behavior expectations)