Grade 3 Reading Pacing Guide
Grades 3-5 Symbol Key
 Split: This Standard of Learning has
 Integrate: This skill should NOT be taught in
2008
 Review:
isolation. Integrate the skill into
daily lessons.
been split into more than one
nine-week block.
This skill was taught for mastery in a previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
First Nine Weeks
Week 1
Back to School
Week 2
The Lost and
Found (fantasy)
Week 3
The Ballad of
Mulan (folktale)
Lost & Found
3.4.c
Apply meaning clues, language structure to make meaning
from text (by using signal words of time sequence.
2.8.f-g ®
Describe characters, setting, and important events (plot);
Identify problem, solution, & main idea.
3.5.g
Draw conclusions about character & plot.
3.5.e
Identify the author’s purpose.
The Ballad of Mulan
3.5.b-c
Gain meaning before, during and after reading by
understanding that the answer to some questions must be
inferred; make connections; make, confirm, or revise
predictions
2.8.f-g®
Describe characters, setting, and important events (plot);
Identify problem, solution, & main idea.
3.4.f 
Reread and self correct when necessary.
Wks. 1-3
3.4.e 
Read for fluency and accuracy
3.3.a 
Use knowledge of all vowel patterns.
Revised August 2007
Week 4
Week 5
The Waterfall
(realistic fiction)
Focus on Text
Features/Data
Driven
Review/Assess
Week 6
The Keeping Quilt
(personal narrative)
The Waterfall
3.4.c
Apply meaning clues, language structure, and phonetic strategies to
make meaning from text (using signal words of cause-effect).
3.5.a
Read for a specific purpose by locating specific information in a
reading selection.
3.5.b
Make connections between previous experiences & reading selection
3.5e
Identify the author’s purpose
The Keeping Quilt
3.6.a^
Identify author’s purpose (*Practice addresses author’s viewpoint,
not purpose. Would need to cover purpose)
3.6.b
Make connections between previous experiences and reading
selections.
3.6.c
Ask & answer questions; Understand that sometimes two or more
pieces of information need to be put together to answer a question
3.5.d
Compare and contrast settings, character, and events (add in applied
writing)
3.4.c
Apply meaning clues; Use knowledge of how ideas are connected
between sentences when one word is used in place of another, such
as the use of a pronoun for a noun, the use of a general location word
(such as here or there) for a specific location, and the use of a
synonym for an earlier word (Not an HM focus)
Wks. 3-6
3.4.e 
3.4.d. 
Read for fluency and accuracy
Clarify meaning.
3.4.f  Reread and self correct when necessary
3.3.a Use knowledge of all vowel patterns.
3.7.a Use available technology.
Week 7
Week 8
Anthony Reynoso:
Data driven
Born to Rope
Review/Assess/
(nonfictionPacing Adjustment
autobiography)
Anthony Reynoso
3.6.e
Organize, using graphic organizers,
information by chronological sequence.
3.6.g
Identify the characteristics of
autobiographies and biographies.
3.5.d
Compare and contrast settings, characters,
and events. (Compare QUILT and
Reynoso)
3.6.b
Make connections between previous
experiences and reading selections.
3.6.h
Compare & contrast the lives of two
persons as described in biographies and/or
autobiographies.
3.6.a
Identify the author’s purpose.
3.3.c
Decode multisyllabic words.
Week 9
Pacing
Adjustment &
Benchmark
Assessment
Grade 3 Reading Pacing Guide
Grades 3-5 Symbol Key
2008
 Split:
This Standard of Learning has
been split into more than one
nine-week block.
 Integrate:
This skill should NOT be taught in
isolation. Integrate the skill into
daily lessons.
 Review: This skill was taught for mastery in a
previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Second Nine Weeks
Week 1
The Talking Cloth
(realistic fiction)
Week 2
Dancing Rainbows
(nonfiction)
Week 3
Dogzilla (fantasy)
TheTalking Cloth 3.5.g
Draw conclusions about character & plot; Support with specific detail
generalizations about characters from a selection
3.5.h
Organize information and events logically.
3.5.a
Set a purpose for reading; Identify details that support a stated main idea.
3.5.i
Summarize major points in fiction material; Express a stated main idea in own
words (add, use thinking map)
3.5.g 
Draw conclusions about character and plot; Identify character’s attributes
3.5.b
Make connections between previous experiences and reading selections.
3.5.d
Compare and contrast settings, characters, & events
3.5.g
Draw conclusions about character and plot.
Dancing Rainbows 2.7a 
Preview selection using pictures, diagrams, titles, & headings
3.6.f
Summarize major points found in nonfiction materials; State main idea.
3.6.c
Ask & answer questions about what is read; Identify details that support the
main idea of a nonfiction selection; Gain meaning before, during and after
reading by understanding that some questions are answered directly in a
nonfiction text.
3.6.b
Make connections between previous experiences and reading selections.
3.6.c
Ask & answer questions about what is read; Gain meaning by understanding
that sometimes 2 or more pieces of information need to be put together to
answer a question.
3.6.d
Draw conclusions.
Dogzilla 2.8.f-g 
Describe characters, setting, and important events; Identify the problem
solution, and main idea; Add story elements: character, setting
problem/solution (plot)
3.4.c ^
Apply meaning clues, language structure; Using conventions of dialogue, such
as quotations marks to indicate words spoken, indentation to show that the
speaker has changed, and signal words like “he said” and “she exclaimed” (no
practice) (Fantasy/Realism practice in anthology)
3.4.e 
Read for fluency and accuracy
3.7.a Use references: dictionary, glossary, thesaurus
Revised August 2007
Week 4
Focus on Trickster Tales
Data Driven Review/Assess
Week 5
The Mysterious Giant of
Barletta (folktale)
Week 6
Focus on Fairy Tales
Trickster Tales
3.5.j 
Understand the basic plot of a folktale.
3.5.i
Summarize major points in a fiction selection.
3.3 a, c
Use knowledge of all vowel patterns and decode multisyllabic words. 
3.4.a  , 3.5.d-e , 3.4.c-d , 3.5.i , 3.5.j , 3.4.f 
The Mysterious Giant of Barletta
3.4.c
Apply meaning clues, text structure, & phonetic strategies; identify sequence and causeeffect relationships of information in functional texts, such as sets of directions.
2.8.f-g 
Describe characters, setting, and important events; Identify problem, solution and main
idea (plot).
3.5.f
Answer questions; Understand that some questions are answered directly in the text.
3.5.j 
Understand the basic plots of folktales
3.5.d
Compare & contrast characters, setting, & events; Identify a character’s attributes
3.5.d
Compare & contrast characters, settings, & events; Identify the time and place of a story,
using supporting details from the text (no practice in HM)
Focus on Fairy Tales
3.5.j
Understand the basic plot of a folktale (fairy tale)
3.5.d
Apply knowledge of characterization by comparing & contrasting characters.
3.5.b
Make connections with the text, such as connections between the text they are reading
and other texts they have read, such as identifying a similar plot or character
3.5.d
Compare two characters within a selection or between/among two or more selections
(use thinking map)
(Use leveled readers for groups. All are versions of Cinderella. Use Mufaro’s Beautiful
Daughters from Theme paperbacks to model plot.)
3.5.4.a 
3.5.7 
Clarify Meaning
Write responses beyond literal restatements
Week 7
Week 8
Garden of Abdul
Gasazi (fantasy)
Data Driven
Review/Assess/Pacin
g Adjustment
Garden of Abdul Gasazi
3.5.d
Compare & contrast settings, characters, &
events.
3.5.j
Understand basic plots of fairy tales, myths,
folktales, legends, & fables.
3.5.h
Organize information or events logically.
3.5.i
Summarize major points in a selection.
2.8.f-g 
Describe characters, setting, and important
events; Identify problem, solution, & main
idea (plot).
3.4.c
Apply meaning clues and language structure;
Recognize the use conventions of dialogue
(such as quotation marks) to indicate spoken
words, indentation to show that the speaker
has changed, and signal words like “he said”
and “she exclaimed.” (Note that the practice
provided in HM is in the writing skill; SOL is
for reading.)
3.3.b ^
Use knowledge of homophones.
Week 9
Pacing
Adjustment
&
Benchmark
Assessment
Grade 3 Reading Pacing Guide
Grades 3-5 Symbol Key
2008
 Split: This Standard of Learning has
 Integrate: This skill should NOT be taught in
 Review:
isolation. Integrate the skill into
daily lessons.
been split into more than one
nine-week block.
This skill was taught for mastery in a previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Third Nine Weeks
Week 1
Week 2
Week 3
Nights of the
Pufflings
Fables
Two Days in May
(nonfiction)
Nights of the Pufflings
3.4.a, b
Use text ormats to preview and set a purpose for reading.
2.7a  Preview selection using pictures, diagrams, title, &
headings.
Fact/opinion
3.6.c 
Ask & answer questions about what is read; Understand that some
questions are answered directly in the text.
3.6.f
Summarize major points. (Supplement HM)
3.4.d
Use context to clarify meaning.
3.6.c 
Ask & answer questions about what is read; Gain meaning by
combining information to answer a question.
3.6.d
Draw conclusions.
Fables
3.5.c 
Make, confirm, revise predictions; Use knowledge of literary
forms.
3.5.j
Understand basic plots of fairy tales, myths, folktales, legends, &
fables.
Two Days In May
3.5.g
Draw conclusions about character; Make generalizations about a
character based on that character’s responses to a problem, the
character’s goal, and what the character says to other characters.
3.4.c 
Apply understanding of language structure; Make meaning from
text by using signal words of time sequence.
Revised August 2007
Week 4
Week 5
Week 6
Focus on
Across the Wide
Yunmi and
Biographies/Data
Dark Sea (historical
Halmoni’s Trip
Driven Review/Assess
fiction)
(realistic fiction)
Biographies
3.4.e
Read fiction and nonfiction fluently & accurately.
3.4.a
Preview & use text format; Use knowledge of literary forms.
3.6.e
Organize information & events logically; Use graphic organizers such as
a Venn Diagram or time line.
3.6.h
Compare and contrast the lives of two persons described in biographies
&/or autobiographies
Across the Wide Dark Sea
3.5.b 
Make connections between previous experience & reading selection.
3.5.d 
Compare & contrast settings, characters, & events.
Yunmi and Halmoni’s Trip
3.5.c
Make, confirm, or revise predictions; Use specific text details to support.
3.5.f
Ask & answer questions to gain meaning and to predict what will
happen next.
3.4.a
Preview & use text formats; Make predictions based on knowledge of
text types, such as narrative.
3.5.d 
Compare & contrast settings, characters, & events; Identify a character’s
attributes (traits).
3.5.g
Draw conclusions about the character & plot.
3.4.e 
Read for fluency and accuracy
3.4.d 
Clarify meaning
3.5.i 
Write responses beyond literal restatements
Week 7
Week 8
Trapped By the Ice!
(narrative
Data Driven Review
nonfiction)
Trapped By the Ice!
3.4.a
Preview & use text formats.
3.4.b
Set a purpose for reading.
3.6.a
Identify the author’s purpose.
3.4.d
Use context clues to clarify the meaning of
unfamiliar words (ex. restatement, renaming,
synonym, example, a direct description, or
definition within the text).
3.6.b
Make connections between previous
experiences & reading selections.
3.4.d
Use context to clarify meaning.
3.6.c
Ask & answer questions about what is read;
Gain meaning by combining two or more
pieces of information to answer a question.
3.6.d
Draw conclusions.
3.3 a-c 

Use knowledge of all vowel patterns &
homophones; Decode regular multisyllabic
words.
3.7.a Use references: encyclopedia
Week 9
Pacing
Adjustment &
Benchmark
Assessment
Grade 3 Reading Pacing Guide
Grades 3-5 Symbol Key
2008
 Split: This Standard of Learning has
 Integrate: This skill should NOT be taught in
 Review:
isolation. Integrate the skill into
daily lessons.
been split into more than one
nine-week block.
This skill was taught for mastery in a previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Fourth Nine Weeks
Week 1
3.4.a 
Preview & use text
formats. (Poetry
features, such as
stanzas & lines)
3.4.a-d  
Preview & use text
formats to make
meaning from text;
Set a purpose fore
reading, apply
meaning clues,
language structure,
& phonetic
strategies; Use
context to clarify
meaning of
unfamiliar words.
2.7a  Preview
selection using
pictures, diagrams,
titles, & headings.
2.8.f-g  Describe
characters, setting,
and important
events in fiction &
poetry; Identify
problem, solution,
and main idea.
Week 2
Week 3
Week 4
Week 5
3.7.a 
Use reference materials: dictionary,
glossary, thesaurus, encyclopedia,
reference books.
3.5.e
Identify author’s purpose in fiction.
3.6.a
Identify author’s purpose in nonfiction.
3.4.a-b  Preview & use text formats;
Set purpose for reading
3.5.a  Set purpose for reading
(fiction).
3.5.c-d  Make, confirm, or revise
predictions; Compare & contrast
characters, settings, and events (fiction).
Week 6
Week 7
Pepita Talks Twice
(realistic fiction)
Poppa’s New Pants
(realistic fiction)
Pepita Talks
Twice
2.8g 
Identify the
problem, solutions,
and main idea.
Poppa’s New Pants
3.5.g 
Draw conclusions about a character and/or the plot
Ramona Quimby, Age 8
3.4e 
Read fiction and nonfiction fluently and accurately.
3.4f 
Reread and self-correct when necessary.
3.5.g 
Draw conclusions about a character and/or the plot.
3.5i 
Summarize major points found in fiction materials.
SOL Review
(Data Driven Remediation)
SOL
Testing
3.5.f-g  Ask & answer questions
(fiction); Draw conclusions about
characters & plot (fiction).
3.6.c-g  Ask & answer questions
about what is read (nonfiction); Draw
conclusions (nonfiction); Organize
information & events logically
(nonfiction); Summarize major points
in nonfiction materials (nonfiction);
Identify characteristics of biographies
& autobiographies (nonfiction).
3.4.5 
Read for fluency and accuracy
Revised August 2007
Week 8
Ramona Quimby,
Age 8 (realistic
fiction)
Week 9