Livingston County Schools
3rd Grade Unit 3 Friends to Grow With
ELA
Unit Overview
Students will apply context clues to aid in understanding what is read. They will distinguish their own point of view from that of the narrators or
characters.
Length of unit: 6 weeks
KY Core Academic Standard
Learning Target
3RL.4
Determine the meaning of
words and phrases as they
are used in a text,
distinguishing literal from
nonliteral language.
3RL.6
Standard: Distinguish their
own point of view from
that of the narrator or
those of the characters.
I can use context clues to
understand what I read.
3RI.8
Describe the logical
connection between
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
K
R
I can compare/contrast own point
of view to the narrator’s or the
character’s point of view
I can make a connection between
sentences and paragraphs in a text.
I can understand cause and effect
in the books, passages, or stories I
read.
P
Critical
Vocabulary
Texts/Resources/Activiti
es
x
Context clues
Literal
Nonliteral
language
Coach Books
x
Point of view
Characters
narrators
Coach Books
x
Cause
Effect
First
Second
third
I can distinguish between literal
and nonliteral language.
I can understand the point of view
of the narrators or characters in
passages, books, or stories that I
read.
S
first/second/third in a
sequence).
I can correctly read and use terms
such as first, second, third in a
sequence.
3.W.3a-d
I can:
Write narratives to develop *Write a narrative that includes
real or imagined
characters and organize it using
experiences or events using sequencing skills.
effective technique,
descriptive details, and
*use dialogue and descriptions of
clear event sequences.
actions, thoughts, and feelings of
a. Establish a situation and
the characters in my story.
introduce a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
b. Use dialogue and
descriptions of actions,
thoughts, and feelings to
develop experiences and
events or show the
response of characters to
situations.
c. Use temporal words and
phrases to signal event
order.
d. Provide a sense of
closure.
3.W.6
With guidance and support
from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well
as to interact and
collaborate with others.
x
Prewriting
Rough draft
Edit
Final draft
Narrative
Dialogue
Sequencing
conclusion
x
Produce
Publish
Spellcheck
Keyboarding
skills
Collaborate
Edit
*use sequencing words in my
narrative to signal event order.
*write an ending to my narrative.
I can:
*use technology to produce and
publish my writings
*use keyboarding skills
*collaborate with peers and adults
to improve my writings.
3.L.2c, d
Demonstrate command of
the conventions of
standard English
capitalization, punctuation,
and spelling when writing.
a. Capitalize appropriate
words in titles.
b. Use commas in
addresses.
c. Use commas and
quotation marks in
dialogue.
d. Form and use
possessives.
e. Use conventional
spelling for high frequency
and other studied words
and for adding suffixes to
base words (e.g. sitting,
smiled, cries, happiness).
f. Use spelling patterns and
generalizations (e.g. word
families, position-based
spellings, syllable patterns,
ending rules, m
3.L.3a.
Use knowledge of language
and its conventions when
writing, speaking, reading,
or listening.
a. Choose words and
phrases for effect.
b. Recognize and observe
I can:
*Correctly use commas and
quotation marks in dialogue.
x
*form and use possessives.
I can choose words and phrases for
effect in my writing, speaking, or
reading
x
differences between the
conventions of spoken and
written standard English.
3.L.4b
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grade 3 reading and
content, choosing flexibly
from a range of strategies.
b. Determine the meaning
of the new word formed
when a known affix is
added to a known word
(e.g.,
agreeable/disagreeable,
comfortable/uncomfortab
le, care/careless,
heat/preheat).
3.L.5a
Demonstrate
understanding of word
relationships and nuances
in word meanings.
a. Distinguish the literal
and non-literal meanings of
words and phrases in
context (e.g., take steps).
3.L.6
Standard: Acquire and use
accurately gradeappropriate
conversational, general
I can determine the meaning of a
new word when a known prefix or
suffix is added to it.
x
I can distinguish the literal and
non-literal meanings of words and
phrases in context.
x
I can use words or phrases when I
speak that signal spatial and
temporal relationships
academic, and domainspecific words and phrases,
including those that signal
spatial and temporal
relationships. (e.g., after
dinner that night we went
looking for them).
Common Assessments Developed (Proposed Assessment Dates):
Spiraled Standards:
3.RL.2, 3RL.5, 3.RL.9, 3.F.3a,b, 3.F.4b, 3.W.4, 3.W.10, 3.L.4a,c,d,
3.W.2b
HOT Questions:
3.RL.4 Explain the difference between literal and non-literal language.
3.RL.6 Differentiate your point of view from the point of view of the
narrator/story character and explain the differences.
3.RI.8 Describe how sentences and paragraphs in the story connect to each
other to create meaning in the story.
3.W.3a-d Create a proficient narrative writing using sequencing skills,
dialogue creation, and descriptive language .
3.W.6 Publish produced writing using technology and support from peers
and adults.
3.L.2c-d Use correct rules for punctuation and possessives in creation and
publishing of original writings.
3.L.3a Describe how you choice of words and/or phrases affects the
meanings of your writing.
3.RL.4b Explain how you can determine the meaning of a new word based
on adding an affix you know.
3.5a Explain how you distinguish between when a word or phrase is used
literally and non-literally.
3.L.6 Describe why it is important to use words accurately when speaking to
others in conversation and when explaining information to others