English/Language Arts SOL Pacing Guide – 3rd Grade
August- October
Oral Language
3.1 The student will use effective communication skills
in group activities.
a. Ask and respond to questions from teachers and
other group members.
d. Use language appropriate for context.
Reading
3.3 The student will apply word-analysis
skills when reading.
a. Use knowledge of regular and
irregular vowel patterns.
b. Decode regular multisyllabic words.
3.4 The student will expand vocabulary
when reading.
d. Use context to clarify meaning of
unfamiliar words.
3.5 The student will read and demonstrate
comprehension of fictional text and
poetry.
a. Set a purpose for reading.
b. Make connections between previous
experiences and reading selections.
l. Differentiate between fiction and
nonfiction.
m. Read with fluency and accuracy.
3.6 The student will continue to read and
demonstrate comprehension of
nonfiction texts.
b. Use prior and background
knowledge as context for new
learning.
k. Identify new information gained
from reading.
l. Read with fluency and accuracy.
Writing
3.9 The student will write for a variety of
purposes.
a. Identify the intended audience.
b. Use a variety of prewriting strategies.
3.10 The student will edit writing for correct
grammar, capitalization, punctuation, and
spelling.
a. Use complete sentences.
h. Use apostrophes in contractions with
pronouns and in possessives.
i. Use the articles a, an, and the correctly.
j. Use correct spelling for frequently used
sight words, including irregular plurals.
.
CAFÉ STRATEGIES:
August-October
Comprehension
Check for understanding
Back up and reread
Use prior knowledge to connect with text
Ask questions throughout the reading process
Predict what will happen; Use text to confirm
Use text features
Summarize text; include sequence of main events
Use main idea and supporting details to determine
importance
Determine and analyze author’s purpose and support with
text
Recognize literacy elements (genre, plot, character,
setting, problem/solution, theme)
Compare and contrast within and between text
Accuracy
Use the pictures
Use beginning and ending sounds
Blend sounds; stretch and reread
Chunk letters and sounds together
Cross checking
Fluency
Voracious reading
Read appropriate-leveled texts (good fit books)
Practice common sight words and high-frequency words
Adjust and apply different reading rates to match text
Use punctuation to enhance phrasing and prosody
Expand Vocabulary
Voracious reading
Tune into interesting words and use new vocabulary when
speaking and writing
Use pictures, illustrations and diagrams
Use word parts to determine the meaning of words
(prefixes, suffixes, origins abbreviations, homophones)
Use dictionaries, thesauruses and glossaries as tools
Use vocabulary from other content areas
Identify the author’s use of figurative language
English/Language Arts SOL Pacing Guide – 3rd Grade
October- December
Reading
Oral Language
3.1 The student will use effective communication
3.3 The student will apply word-analysis
skills when reading.
skills in group activities.
a. Use knowledge of regular and
b. Explain what has been learned.
irregular vowel patterns.
b. Decode regular multisyllabic words.
3.4 The student will expand vocabulary when
reading.
c. Apply meaning clues, language
structure, and phonetic strategies.
e. Discuss meanings of words and
develop vocabulary by listening and
reading a variety of texts.
3.5 The student will read and demonstrate
comprehension of fictional text and
poetry.
c. Make, confirm, or revise predictions.
h. Identify the problem and solution.
j. Identify supporting details.
m. Read with fluency and accuracy.
3.6 The student will continue to read and
demonstrate comprehension of nonfiction
texts.
c. Preview and use text features.
h. Identify supporting details.
l. Read with fluency and accuracy.
3.7 The student will demonstrate
comprehension of information from a
variety of print and electronic resources.
b. Use table of contents, indices, and
charts.
Writing
3.9 The student will write for a variety of purposes.
a. Identify the intended audience.
b. Use a variety of prewriting strategies.
c. Write a clear topic sentence focusing on the
main idea.
d. Write a paragraph on the same topic.
f. Include details that elaborate the main idea.
g. Revise writing for clarity of content using
specific vocabulary and information.
3.10 The student will edit writing for correct
grammar, capitalization, punctuation, and
spelling.
b. Use transition words to vary sentence
structure.
d. Use past and present verb tense.
f. Use commas in a simple series.
g. Use simple abbreviations.
j. Use correct spelling for frequently used
sight words, including irregular plurals.
CAFÉ STRATEGIES:
October-December
Comprehension
Check for understanding
Back up and reread
Use prior knowledge to connect with text
Ask questions throughout the reading process
Predict what will happen; Use text to confirm
Use text features
Summarize text; include sequence of main events
Use main idea and supporting details to determine
importance
Determine and analyze author’s purpose and support
with text
Recognize literacy elements (genre, plot, character,
setting, problem/solution, theme)
Suggested Practice for SOL 3.5c
Students need additional practice making predictions.
Suggestions:
• What will most likely happen . . .?
• In the future, ____ will most likely . . .
• What will ____ do after . . . ?
• At the end of the story, _____ will most likely . . .
• If this story continued, which of these would most likely
happen next?
7
Suggested Practice for SOL 3.6h
Based on the article, complete this web.
Make sure
visitors are
safe
Teach
visitors
Park
Rangers
Compare and contrast within and between text
Accuracy
Use the pictures
Use beginning and ending sounds
Blend sounds; stretch and reread
Chunk letters and sounds together
Cross checking
Fluency
Voracious reading
Read appropriate-leveled texts (good fit books)
Practice common sight words and high-frequency words
Adjust and apply different reading rates to match text
Use punctuation to enhance phrasing and prosody
Lock the
gates at
night
Fight
forest
fires
Lock the gates at night
Offer tours of the building
Help guests find transportation
Teach visitors
22
Suggested Practice for SOL 3.6h
For this example, reference the 2007 Grade 3 Reading Released
Test, page 12, to view the passage, A Fishy Dessert:
http://www.doe.virginia.gov/testing/sol/released_tests/2007/
test07_reading3.pdf
Complete the steps used to make the dessert. Use sentences
from the given list.
1. Put the JELL-O in the glasses.
2. Add the fruit strips to the JELL-O.
Expand Vocabulary
Voracious reading
Tune into interesting words and use new vocabulary
when speaking and writing
Use pictures, illustrations and diagrams
Use word parts to determine the meaning of words
(prefixes, suffixes, origins abbreviations, homophones)
Use dictionaries, thesauruses and glossaries as tools
Use vocabulary from other content areas
Identify the author’s use of figurative language
3. Push the marshmallows into the
JELL-O.
4. Put the Goldfish in the JELL-O.
23
5. Put graham cracker crumbs on top.
Cool the JELL-O in the refrigerator.
Add the fruit strips to the JELL-O.
Open the boxes of JELL-O.
Put the Goldfish in the JELL-O.
Add water to the JELL-O.
English/Language Arts SOL Pacing Guide – 3rd Grade
December- February
Oral Language
3.1 The student will use effective communication skills in
group activities.
e. Increase listening and speaking vocabularies.
Reading
3.3 The student will apply word-analysis
skills when reading.
a. Use knowledge of regular and
irregular vowel patterns.
b. Decode regular multisyllabic words.
3.4 The student will expand vocabulary
when reading.
a. Use knowledge of homophones.
b. Use knowledge of roots, affixes,
synonyms, and antonyms.
f. Use vocabulary from other content
areas.
g. Use word reference resources
including the glossary, dictionary,
and thesaurus.
3.5 The student will read and demonstrate
comprehension of fictional text and
poetry.
f. Ask and answer questions about
what is read.
i. Identify the main idea.
m. Read with fluency and accuracy.
3.6 The student will continue to read and
demonstrate comprehension of
nonfiction texts.
d. Ask and answer questions about
what is read.
g. Identify the main idea.
l. Read with fluency and accuracy.
3.7 The student will demonstrate
comprehension of information from a
Writing
3.9 The student will write for a variety of purposes.
a. Identify the intended audience.
b. Use a variety of prewriting strategies.
c. Write a clear topic sentence focusing on the
main idea.
d. Write a paragraph on the same topic.
f. Include details that elaborate the main idea.
g. Revise writing for clarity of content using
specific vocabulary and information.
3.10 The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
j. Use correct spelling for frequently used sight
words, including irregular plurals.
3.11 The student will write a short report.
a. Construct questions about the topics.
b. Identify appropriate resources.
c. Collect and organize information about the
topic into a short report.
d. Understand the difference between plagiarism
and using own words.
1.12 The student will use available technology for
reading and writing.
CAFÉ STRATEGIES:
variety of print and electronic resources.
a. Use encyclopedias and other
reference books, including online
reference materials.
December-February
Comprehension
Check for understanding
Back up and reread
Use prior knowledge to connect with text
Ask questions throughout the reading process
Predict what will happen; Use text to confirm
Use text features
Summarize text; include sequence of main events
Use main idea and supporting details to determine
importance
Determine and analyze author’s purpose and support with
text
Recognize literacy elements (genre, plot, character, setting,
problem/solution, theme)
Students need additional practice identifying main idea.
Suggested Practice for SOL 3.4b
Based on the article, complete this web.
Make sure
visitors are
safe
Students need additional practice using affixes.
Teach
visitors
Joseph is very lonely.
Park
Rangers
In which word is –ly used the same as it is in lonely?
butterfly
silly
Lock the
gates at
night
family
slowly
Museum Workers
Volunteer Firefighters
Park Rangers
Security Guards
Hotel Staff
Fight
forest
fires
jolly
20
3
Suggested Practice for SOL 3.6d
Compare and contrast within and between text
Accuracy
Use the pictures
Use beginning and ending sounds
Blend sounds; stretch and reread
Chunk letters and sounds together
Cross checking
Suggested Practice for SOL 3.6g
Suggested Practice for SOL 3.4b
Students need additional practice using antonyms.
Which two words have opposite meanings?
Students need additional practice asking and answering
questions about reading texts.
Suggestions:
• Which question does paragraph 7 answer?
early, late
empty, hollow
bright, clear
listen, know
rapidly, quickly
• What should _____ do if it . . . ?
• Which question is answered in the article?
17
Fluency
Voracious reading
Read appropriate-leveled texts (good fit books)
Practice common sight words and high-frequency words
Adjust and apply different reading rates to match text
Use punctuation to enhance phrasing and prosody
Expand Vocabulary
Voracious reading
Tune into interesting words and use new vocabulary when
speaking and writing
Use pictures, illustrations and diagrams
Use word parts to determine the meaning of words
(prefixes, suffixes, origins abbreviations, homophones)
Use dictionaries, thesauruses and glossaries as tools
Use vocabulary from other content areas
Identify the author’s use of figurative language
5
Suggested Practice for SOL 3.4b
Students need additional practice using antonyms.
Suggested Practice for SOL 3.6d
Which two words have opposite meanings?
early, late
empty, hollow
bright, clear
listen, know
rapidly, quickly
A student asks this question after reading the flier.
When will the names of the winners be announced?
Which section of the flier answers this question?
a) Who can enter the contest?
b) What are the contest dates?
c) What pictures can be drawn?
d) When will prizes be given out?
5
18
English/Language Arts SOL Pacing Guide-3rd Grade
February-May
Oral Language
3.1 The student will use effective
communication skills in group
activities.
a. Listen attentively by making
eye contact, facing the
speaker, asking questions, and
summarizing what is said.
3.2 The student will present brief oral
reports using visual media.
a. Speak clearly.
b. Use appropriate volume and
pitch.
c. Speak at an understandable
rate.
d. Organize ideas sequentially or
around major points of
information.
e. Use contextually appropriate
language and specific
vocabulary to communicate
ideas.
Reading
3.3 The student will apply word-analysis skills when
reading.
a. Use knowledge of regular and irregular vowel
patterns.
b. Decode regular multisyllabic words.
3.4 The student will expand vocabulary when reading
b. Use knowledge of roots, affixes, synonyms, and
antonyms.
g. Use word reference resources including the
glossary, dictionary, and thesaurus.
3.5 The student will read and demonstrate comprehension
of fictional text and poetry.
d. Compare and contrast settings, characters, and
events.
e. Identify the author’s purpose.
g. Draw conclusions about text.
k. Use reading strategies to monitor comprehension
throughout the reading process.
m. Read with fluency and accuracy.
Writing
3.8 The student will write legibly in cursive.
3.9 The student will write for a variety of purposes.
a. Identify the intended audience.
b. Use a variety of prewriting strategies.
c. Write a clear topic sentence focusing on the
main idea.
d. Write a paragraph on the same topic.
e. Use strategies for organization of
information and elaboration according to the
type of writing.
f. Include details that elaborate the main idea.
g. Revise writing for clarity of content using
specific vocabulary and information.3.10 The student will edit writing for correct
grammar, capitalization, punctuation, and
spelling.
c. Use the word I in compound subjects.
e. Use singular possessives.
j. Use correct spelling for frequently used
sight words, including irregular plurals.
English/Language Arts SOL Pacing Guide-3rd Grade
February- May (continued)
Oral Language
Reading
3.6 The student will continue to read and
demonstrate comprehension of nonfiction
texts.
a. Identify the author’s purpose.
e. Draw conclusions based on text.
f. Summarize major points found in
nonfiction texts.
i. Compare and contrast the
characteristics of biographies and
autobiographies.
j. Use reading strategies to monitor
comprehension throughout the reading
process.
l. Read with fluency and accuracy.
3.7 The student will demonstrate
comprehension of information from a
variety of print and electronic resources.
a. Use encyclopedias and other reference
books, including online reference
materials.
b. Use table of contents, indices, and
charts.
Writing
CAFÉ STRATEGIES:
February-May
Comprehension
Check for understanding
Back up and reread
Use prior knowledge to connect with text
Ask questions throughout the reading process
Predict what will happen; Use text to confirm
Use text features
Summarize text; include sequence of main events
Use main idea and supporting details to determine
importance
Determine and analyze author’s purpose and support
with text
Recognize literacy elements (genre, plot, character,
setting, problem/solution, theme)
Compare and contrast within and between text
Suggested Practice for SOL 3.5d
Students need additional practice comparing and contrasting
settings, characters, and events.
Complete each sentence using a word from the list.
angry
At the beginning of the story, Paul feels ______.
hopeful
At the end of the story, Paul feels _______.
angry
scared
lonely
playful
9
Suggested Practice for SOL 3.5d
For this example, reference the 2007 Grade 3 Reading Released Test, page
18, to view the passage, Taj and Berto:
http://www.doe.virginia.gov/testing/sol/released_tests/2007/test07_readi
ng3.pdf
Use the list to complete the chart.
TAJ
From India
Accuracy
Use the pictures
Use beginning and ending sounds
Blend sounds; stretch and reread
Chunk letters and sounds together
Cross checking
hopeful
BOTH
Eat similar lunches
Class Helper
BERTO
From Puerto Rico
Enjoys playing soccer
Speaks Spanish and English
From Puerto Rico
Speaks Spanish and English
Enjoys playing soccer
From India
Class helper
10
Suggested Practice for SOL 3.5g and 3.6e
Fluency
Voracious reading
Read appropriate-leveled texts (good fit books)
Practice common sight words and high-frequency words
Adjust and apply different reading rates to match text
Use punctuation to enhance phrasing and prosody
Suggestions:
• Why is ____ used in the recipe?
• The author repeated ____ in the story to show that . . .
• Which step in the instructions is most important to . . . ?
• Which supplies are needed to complete steps __ through __?
13
Expand Vocabulary
Voracious reading
Tune into interesting words and use new vocabulary
when speaking and writing
Use pictures, illustrations and diagrams
Use word parts to determine the meaning of words
(prefixes, suffixes, origins abbreviations, homophones)
Use dictionaries, thesauruses and glossaries as tools
Use vocabulary from other content areas
Identify the author’s use of figurative language
Suggested Practice for SOL 3.6a
Students need additional practice identifying author’s purpose.
Suggestions:
• The author wrote the information in the box at the end of
the flier to . . .
• The author included paragraph 5 most likely to tell . . .
• The author wrote this article most likely to . . .
15