Palm Springs Unified School District
Grade 3 English Language Arts Course Guide
Traditional and Modified Calendars
2013 - 2014
Grade 3 English Language Arts
Table of Contents
Preface - Important Note to Teachers…………………………………………………....….3
Using the Released Test Questions........................................................................................4
Purpose and Use of Pacing Guide……………………………………………….……….....5
National Educational Technology Standards Grades Pre-K - 12...........................................6
California Standards Test (CST) Blueprint……………………………………….…..…….8
California Content Standards at a Glance………………………………………….............13
California Content Standards Unpacked………………………………………….….…....15
Instructional Segments……………………………………………………….……....…….24
Benchmark Exam #1 at a Glance……………………….…….…….……………….…..…31
Vocabulary by Instructional Segments……………...................……………………......…32
Pacing Guide………………………………………………………………………....…….33
Please direct any questions or comments to:
Kim Monnie
K-12 ELA Specialist
kmonnie@psusd.us
(760) 567-7740
OR
Sandi Enochs
Coordinator of Assessment and Data Analysis
senochs@psusd.us
(760) 416-6066
2
IMPORTANT!
THIS PACING GUIDE IS INTENDED TO BE FLEXIBLE!!!!
Although a Pacing Guide has been created with a suggested order for teaching the textbook
lessons, site grade level teams may change the order of the lessons being taught WITHIN an
Instructional Segment. The only requirement is that all lessons within each Instructional
Segment be completed (and standards mastered) prior to that Instructional Segment’s Closing
Date.
The Instructional Segment’s Closing Date is the absolute last date by which the Segment’s
Assessment must be administered and results entered into OARS. These are OARS deadline
dates, not just dates by which the exams must be administered to your students. Feel free to
administer the Assessment any time prior to this date.
Throughout this document, the standards that have been designated Key Standards by Palm
Springs Unified School District are highlighted in bold print and with an asterisk (*) following
the standard number. These represent the high impact standards as measured by the California
Standards Test (CST).
This Course Guide highlights the Key Standards, unpacks the standards, and can be very helpful
to teachers in making instructional decisions about focus areas. All teachers need to keep track of
whatever is and is not working, for consideration during the next revision of this Course Guide.
This is critical, if we are to make useful changes in the future.
Please note: Benchmark Exam #2 has been replaced with a CST Mirror Test. During the time
between the administration of the CST Mirror Test and the administration of the actual CST
teachers will continue to teach new content while providing interventions as indicated by the
results of the CST Mirror Test. This Course Guide is NOT suggesting that all content be taught
prior to the CST Mirror Test administration date.
A Scope and Sequence of the National Educational Technology Standards, Grades Pre-K - 12,
has been included in all Course Guides. It clearly identifies the Technology Standards that
should be integrated into all subject areas at the appropriate grade levels.
The Textbook column of the Pacing Guide refers to our adopted textbook, California Treasures,
by MacMillan/McGraw-Hill.
A column, entitled RTQ’s (Released Test Questions), has been added to the California Standards
Test Blueprint. It references the specific Released Test Question(s) that align to each assessed
standard. If you need a copy of the English Language Arts STAR Released Test Questions, you
may download them from the CDE website:
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela3.pdf
Please see the following page for some suggestions of how to use the RTQ’s.
3
Using the Released Test Questions throughout the School Year
It is highly recommended that you use the Released Test Questions as a wrap-up of instruction on a
particular standard. Close the lesson with “Now let’s see how the state might test this concept (or
standard)”. After the students have answered the question(s) and selected their responses, thoroughly
review the question and answer choices with them. Discover how many (and which) students
answered the question(s) correctly. Then have a frank and open discussion about the distracters and
why each student chose a particular distracter




Did they totally not understand the concept (standard)?
Did they not know a particular vocabulary word (academic or content-specific)?
Did they miss a step in the process of solving the problem?
Did they not finish solving the problem, because one of the distracters was the answer they
received when they were only part-way through solving the problem?
 Did they arrive at a perfectly good answer, but it was not the answer to the problem?
Try and discover all errors and misconceptions now, so that they can be corrected immediately and
not continue throughout the school year.
Please keep in mind that most standards encompass several (if not many) concepts, as evidenced by
the Unpacked Standards in your Course Guide. These Released Test Questions may only assess some
of these concepts. That does not mean that these are the only aspects of the standard that will be
tested on the CST. These are the questions that CDE chose to release at this point in time. This is not
necessarily an indication of which concepts to stress or an indication of which part of the standard
will be tested. You may need to generate or find additional questions to assess the other portions of
the standard.
These questions (and the students’ responses to the questions) should be a focus of your PLC
collaborative discussions. They will generate a wealth of information to be shared by the team. Here
are some facts quoted from Robert Marzano’s book Classroom Assessment and Grading that Work
(pp.5 – 6):
 When students receive feedback on a classroom assessment that simply tells them whether
their answers are correct or incorrect, learning is negatively influenced.
 When students are provided with the correct answer, learning is influenced in a positive
direction. This practice is associated with a gain of 8.5 percentile points in student
achievement.
 Providing students with explanations as to why their responses are correct or incorrect is
associated with a gain of 20 percentile points in student achievement.
 Asking students to continue responding to an assessment until they correctly answer the items
is associated with a gain of 20 percentile points.
 Displaying assessment results graphically can go a long way to helping students take control
of their own learning. However, this practice can also help teachers more accurately judge
students’ levels of understanding and skill. It is associated with a gain of 26 percentile points
in student achievement.
 Teachers within a school or a district should have rigorous and uniform ways of interpreting
the results of classroom assessments. If the interpretation of assessment results is done by a
set of rules, student achievement is enhanced by 32 percentile points.
4
Purpose and Use of this Pacing Guide
1. Emphasis for 2013-2014:
a. More emphasis is being placed on the Key Standards.
b. There are three common Instructional Segment Closing Dates.
c. Instructional Segment Assessment data will provide teachers with information to improve
and drive instruction through team and department collaboration.
d. Instructional Segment Assessment data may be used to provide information to assist with
grading, but should not be the only data used in determining grades.
2. Course Guide Format:
a. A scope and sequence of the National Educational Technology Standards has been
included to assist with the integration of the appropriate technology standards into 3rd
grade English Language Arts lessons.
b. The actual CST Blueprint from the California Department of Education has been
reproduced for this document. It lists all the third grade English Language Arts standards
and the number of items per standard that are on the CST. It also identifies with an
asterisk the Key Standards (high impact standards). We have added a column entitled
RTQ’s. This column lists the CST Released Test Questions that correspond to each
standard.
c. Immediately following this official document is an “At a Glance” version of the standards,
which provides a two-page abbreviated summary of the standards.
d. The next section, CA Content Standards Unpacked, restates the standards, followed by a
listing of the individual skills and/or objectives encompassed by each standard. This may
be utilized as a checklist, to check off all components of each standard as they are
mastered. Teachers may even reproduce this section as a checklist for students to keep in
their notebook to keep track of their individual progress.
e. The Pacing Guide is separated into three Instructional Segments. An overview of the
three Instructional Segments is placed at the beginning of the next section. Each
Instructional Segment summary includes the Main Topics and Standards that must be
taught prior to the end of that Instructional Segment, with a space to record the sitespecific Essential Standards.
f. This is followed by a Benchmark Exam #1 at a Glance page. This chart lists the CA
content standards tested on the first Instructional Segment Assessment, along with the
number of questions per standard on this assessment.
g. The CA content standards (with correlated textbook sections) to be mastered before the
end of each Instructional Segment are clearly shown on the Pacing Guide. This pacing
guide focuses on the textbook lessons needed to teach the California content standards for
third grade English Language Arts.
5
National Educational Technology Standards Grades Pre-K - 12
Scope and Sequence (H = Help / I = Introduce / D = Develop / IU = Independent Use)
Integration and Projects
PK K 1 2 3 4 5
Create developmentally appropriate multimedia
products with support from teachers or student
H
partners
Use technology resources for problem solving,
communication, & illustration of thoughts, ideas
H
& stories
Work responsibly, independently & as part of a
group in developing projects
Use teacher-created rubric for assessment of
project
Use technology for individual & collaborative
writing, communication & publishing activities to
create knowledge products for audiences inside &
outside the classroom.
Determine when technology is useful & select the
appropriate tools & technology resources to
address a variety of tasks & problems
Use information literacy skills to research &
evaluate the accuracy, relevance, appropriateness,
comprehensiveness & bias of information sources
concerning real-world problems
Save, find & retrieve work in different formats via
email, network & online sources for project work
Develop & use student-created rubrics for
assessment
Take on specific role & manage different group
activities & rotation strategies as part of a project
Develop essential & subsidiary questions as part
of projects
Properly cite all information sources
Design, develop, publish & present real-world
products using technology resources that
demonstrate & communicate curriculum concepts
to audiences inside & outside the classroom
Select appropriate technology tools for research,
information analysis, problem-solving &
decision-making in content learning as part of
project-based learning
Compile projects in electronic portfolio
6
7
8
9 10 11 12
H I D D D IU IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU IU
H I D D D IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU
H H H I D D D IU IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D D IU
H H H
I
D D D D IU
H H H
I
D D D D
6
National Educational Technology Standards Grades Pre-K - 12
Scope and Sequence ( H = Help / I = Introduce / D = Develop / IU = Independent Use)
Social & Ethical Use
Understand and follow rules & procedures for
technology use
Work cooperatively & collaboratively with
others when using technology in the classroom
Demonstrate positive social & ethical behaviors
when using technology
Practice responsible use of technology systems
& software
Discuss responsible use of technology &
information & describe consequences of
inappropriate use
Demonstrate knowledge of current changes in
information technologies & the effect those
changes have on the workplace & society
Exhibit legal & ethical behaviors when using
information & technology & discuss
consequences of misuse
Understand & follow proper use of copyrighted
material & use netiquette when using email
Cite resources properly
Identify capabilities & limitations of emerging
technology resources & assess the potential of
these systems & services to address personal,
lifelong learning, & workplace needs
Access & use primary & secondary sources of
information for an activity
Demonstrate & advocate for legal & ethical
behaviors among peers, family & community
regarding the use of technology & information
PK K 1 2 3 4
5
6
7
8
9 10 11 12
H
I D D D IU IU IU IU IU IU IU IU IU
H
I D D D IU IU IU IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU IU IU
H H I D D
D
IU IU IU IU IU IU IU
H H H I D
D
D IU IU IU IU IU IU
H H H I
D
D
D IU IU IU IU IU
H H H H
I
D
D D IU IU IU IU
H H H
H
I
D D D IU IU IU
H H H
H
I
D D D IU IU IU
H H
H
H
I
D D D IU IU
H
H
H
I
D D D IU IU
H
H
H
I
D D D IU
7
CALIFORNIA STANDARDS TESTS
GRADE 3 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT: Students understand the
basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics,
syllabication, and word parts. They apply this knowledge to
achieve fluent oral and silent reading.
1.1 Decoding and Word Recognition: know and use complex word
families when reading (e.g., -ight) to decode unfamiliar words
1.2 Decoding and Word Recognition: decode regular multisyllabic
words
1.3 Decoding and Word Recognition: read aloud narrative and
expository text fluently and accurately and with appropriate pacing,
intonation, and expression
1.4 Vocabulary and Concept Development: use knowledge of
antonyms, synonyms, homophones, and homographs to determine
the meanings of words
1.5 Vocabulary and Concept Development: demonstrate knowledge
of levels of specificity among grade-appropriate words and explain
the importance of these relations (e.g., dog/mammal/animal/living
things)
1.6 Vocabulary and Concept Development: use sentence and word
context to find the meaning of unknown words
1.7 Vocabulary and Concept Development: use a dictionary to learn
the meaning and other features of unknown words
1.8 Vocabulary and Concept Development: use knowledge of
prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, est, -ful) to determine the meaning of words
2.0 READING COMPREHENSION: Students read and understand
grade-level-appropriate material. They draw upon a variety of
comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions,
comparing information from several sources). The selections
in Recommended Readings in Literature, Kindergarten
Through Grade Eight illustrate the quality and complexity of
the materials to be read by students. In addition to their
regular school reading, by grade four, students read one-half
million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g.,
classic and contemporary literature, magazines, newspapers,
online information). In grade three, students make substantial
progress toward this goal.
# of
Items
RTQ’s
20
31%
31, 42,
56, 59
22, 32,
55, 57
2
2
NA*
4
16, 37,
43, 44,
47, 54
2
48, 50, 62
4
1, 10, 15,
39, 52,
53, 58
2
34, 36, 60
4
17, 23,
49, 51, 61
15
23%
NA = Not assessable in multiple-choice format
8
© California Department of Education
CALIFORNIA STANDARDS TESTS
GRADE 3 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING
2.1 Structural Features of Informational Materials: use titles, tables
of contents, chapter headings, glossaries, and indexes to locate
information in text
2.2 Comprehension and Analysis of Grade-Level-Appropriate Text:
ask questions and support answers by connecting prior knowledge
with literal information found in, and inferred from, the text
2.3 Comprehension and Analysis of Grade-Level-Appropriate Text:
demonstrate comprehension by identifying answers in the text
2.4 Comprehension and Analysis of Grade-Level-Appropriate Text:
recall major points in the text and make and modify predictions
about forthcoming information
2.5 Comprehension and Analysis of Grade-Level-Appropriate Text:
distinguish between main idea and supporting details in expository
text
2.6 Comprehension and Analysis of Grade-Level-Appropriate Text:
extract appropriate and significant information from the text,
including problems and solutions
2.7 Comprehension and Analysis of Grade-Level-Appropriate Text:
follow simple multiple-step written instructions (e.g., how to
assemble a product or play a board game)
3.0 LITERARY RESPONSE AND ANALYSIS: Students read and
respond to a wide variety of significant works of children’s
literature. They distinguish between the structural features of
text and the literary terms or elements (i.e., theme, plot,
setting, characters). The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight
illustrate the quality and complexity of the materials to be read
by students.
3.1 Structural Features of Literature: distinguish common forms of
literature (e.g., poetry, drama, fiction, non-fiction)
3.2 Narrative Analysis of Grade-Level-Appropriate Text:
comprehend basic plots of classic fairy tales, myths, folktales,
legends, and fables from around the world
3.3 Narrative Analysis of Grade-Level-Appropriate Text: determine
what characters are like by what they say or do and by how the
author or illustrator portrays them
3.4 Narrative Analysis of Grade-Level-Appropriate Text: determine
the underlying theme or author’s message in fictional and nonfiction text
3.5 Narrative Analysis of Grade-Level-Appropriate Text: recognize
the similarities of sounds in words and rhythmical patterns (e.g.,
alliteration, onomatopoeia) in a selection
# of
Items
RTQ’s
2
29, 30,
45, 46
2
6, 19, 27
2
26, 33, 40
2
8, 20, 25
2
3
12, 13, 38
2
7, 9, 28
8
12%
1
5
2
2, 3, 18,
35
2
11, 41
1
4, 14, 21
1
NA = Not assessable in multiple-choice format
9
© California Department of Education
CALIFORNIA STANDARDS TESTS
GRADE 3 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: READING
3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify
the speaker or narrator in a selection
CALIFORNIA CONTENT STANDARDS: WRITING
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:
Students write and speak with a command of standard English
conventions appropriate to this grade level.
1.1 Sentence Structure: understand and be able to use complete and
correct declarative, interrogative, imperative, and exclamatory
sentences in writing and speaking
1.2 Grammar: identify subjects and verbs that are in agreement and
identify and use pronouns, adjectives, compound words, and
articles correctly in writing and speaking
1.3 Grammar: identify and use past, present, and future verb tenses
properly in writing and speaking
1.4 Grammar: identify and use subjects and verbs correctly in
speaking and writing simple sentences
1.5 Punctuation: punctuate dates, city and state, and titles of books
correctly
1.6 Punctuation: use commas in dates, locations, and addresses and
for items in a series
1.7 Capitalization: capitalize geographical names, holidays, historical
periods, and special events correctly
1.8 Spelling: spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu,
consonant doubling, changing the ending of a word from y to ies
when forming the plural), and common homophones (e.g., hairhare)
1.9 Spelling: arrange words in alphabetical order
1.0 WRITING STRATEGIES: Students write clear and coherent
sentences and paragraphs that develop a central idea. Their
writing shows they consider the audience and purpose.
Students progress through the stages of the writing process
(e.g., pre-writing, drafting, revising, editing successive
versions).
1.1 Organization and Focus: create a single paragraph that
1) develops a topic sentence
2) includes simple supporting facts and details
1.2 Penmanship: write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word and words
in a sentence
# of
Items
RTQ’s
1
34
# of
Items
RTQ’s
13
20%
1
68, 89
1
63, 77, 91
1
72
2
78, 82, 87
2
69, 70, 95
1
90, 94
2
71, 75,
86, 96
2
66, 83, 93
1
79, 88
9
14%
1
2
67, 76
NA*
NA = Not assessable in multiple-choice format
10
© California Department of Education
CALIFORNIA STANDARDS TESTS
GRADE 3 ENGLISH-LANGUAGE ARTS
(Blueprints adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: WRITING
1.3 Research & Technology: understand the structure and
organization of various reference materials (e.g., dictionary,
thesaurus, atlas, encyclopedia)
1.4 Evaluation and Revision: revise drafts to improve the coherence
and logical progression of ideas by using an established rubric
TOTALS
# of
Items
RTQ’s
3
65, 74,
80, 85, 92
3
64, 73,
81, 84
65
100%
Although the Writing Applications and Listening & Speaking strands are not included in the
CST Blueprint, they are included in the English Language Frameworks for California Public
School. Therefore, the standards in these strands are included in this Course Guide.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student
writing demonstrates a command of standard American English and the drafting, research, and
organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of
people, places, things, or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and
context.
b. Include the date, proper salutation, body, closing, and signature.
NA = Not assessable in multiple-choice format
11
© California Department of Education
Listening and Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner
that guides the listener to understand important ideas by using proper phrasing, pitch, and
modulation.
Comprehension
1.1 Retell, paraphrase, and explain what has been said by a speaker.
1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of
onomatopoeia).
Organization and Delivery of Oral Communication
1.5 Organize ideas chronologically or around major points of information.
1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central
idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects,
pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and
vocal patterns to emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast and print media.
1.11 Distinguish between the speaker's opinions and verifiable facts.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that
are organized around a coherent thesis statement. Student speaking demonstrates a command of
standard American English and the organizational and delivery strategies outlined in Listening and
Speaking Standard 1.0.
Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0,
students:
2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear
diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of people, places, things, or experiences.
12
# CST
Items
STD
Grade 3 ELA Content Standards at a Glance
READING
20 (31%)
2
2
NA
4
2
4
2
4
15 (23%)
2
2
2
2
2
3
2
8 (12%)
1
2
2
1
1
1
R1.0
R1.1
R1.2
R1.3
R1.4*
R1.5
R1.6*
R1.7
R1.8*
Word Analysis, Fluency, and Systematic Vocabulary Development
Complex word families when reading
Decode regular multisyllabic words
Read aloud fluently and accurately
Antonyms, synonyms, homophones, and homographs
Levels of specificity among grade-appropriate words
Context to find the meaning of unknown words
Use a dictionary
Prefixes and suffixes to determine the meaning of words
R2.0
R2.1*
R2.2
R2.3
R2.4*
R2.5*
R2.6*
R2.7
Reading Comprehension
Titles, table of contents, chapter headings, glossaries, indexes
Connect prior knowledge with literal information
Identify answers in the text
Recall major points in the text and make and modify predictions
Distinguish between main idea and supporting details in expository text
Extract appropriate and significant information from the text
Follow simple multiple-step written instructions
R3.0
R3.1
R3.2*
R3.3*
R3.4
R3.5
R3.6
Literary Response and Analysis
Distinguish common forms of literature
Comprehend basic plots of classic fairy tales, myths, folktales, legends, fables
Determine what characters are like
Determine the underlying theme or author’s message
Recognize the similarities of sounds in words and rhythmical patterns
Identify the speaker or narrator in a selection
WRITING
13 (20%) WOC 1.0
WOC 1.1
1
WOC 1.2
1
WOC 1.3
1
WOC 1.4*
2
WOC 1.5*
2
WOC 1.6
1
WOC 1.7*
2
WOC 1.8*
2
WOC 1.9
1
Written and Oral Language Conventions
Complete sentences in writing and speaking
Subjects, verbs, pronouns, adjectives, compound words and articles
Past, present and future verb tenses
Subjects and verbs in speaking and writing simple sentences
Punctuation of dates, city and state, and titles of books
Commas in dates, locations, and addresses and for items in a series
Capitalization of geographical names, holidays, historical periods, special events
Spell one-syllable words and common homophones
Arrange words in alphabetical order
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
13
# CST
STD
Items
9 (14%) WS1.0
WS1.1*
1
1)
2
2)
NA
WS1.2
3
WS1.3*
3
WS1.4*
WA2.0
WA2.1*
a.
b.
c.
WA2.2*
WA2.3*
a.
b.
Grade 3 ELA Content Standards at a Glance (Con’t)
Writing Strategies
Create a single paragraph that
develops a topic sentence
includes simple supporting facts and details
Write legibly in cursive or joined italic
Structure and organization of various reference materials
Revise drafts
Writing Applications (Genres and their Characteristics)
Write narratives:
Provide context for an action.
Include well-chosen details.
Provide insight for an incident.
Write descriptions that use concrete sensory details.
Write personal and formal letters:
Show awareness of audience; establish a purpose and context.
Include the date, proper salutation, body, closing, and signature.
Listening and Speaking
LS1.0
LS1.1*
LS1.2
LS1.3
LS1.4
LS1.5*
LS1.6
LS1.7
LS1.8
LS1.9
LS1.10
LS1.11*
Listening and speaking strategies.
Retell, paraphrase, and explain what has been said.
Connect and relate prior experiences, insights, and ideas to those of a speaker.
Respond to questions with appropriate elaboration.
Identify the musical elements of literary language.
Organize ideas chronologically or around major points of information.
Provide a beginning, a middle, and an end; include concrete details.
Use clear and specific vocabulary.
Clarify and enhance oral presentations.
Read prose and poetry aloud with fluency, rhythm, and pace.
Compare ideas and points of view expressed in broadcast and print media.
Distinguish between the speaker's opinions and verifiable facts.
LS2.0
LS2.1
a.
b.
c.
LS2.2
LS2.3*
Speaking Applications (Genres and Their Characteristics)
Make brief narrative presentations:
Provide context for an incident.
Provide insight for a memorable incident.
Include well-chosen details.
Plan and present dramatic interpretations of experiences, stories, poems, or plays.
Make descriptive presentations that use concrete sensory details.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
14
# CST
Items
STD
Grade 3 ELA Content Standards Unpacked
READING
22
(31%)
R1.0
2
R1.1
2
R1.2
NA
R1.3
4
R1.4*
2
R1.5
4
R1.6*
2
R1.7
4
R1.8*
Word Analysis, Fluency, and Systematic Vocabulary Development
Know and use complex word families when reading (e.g., -ight) to decode unfamiliar
words.
Know complex word families when reading.
Use complex word families when reading to decode unfamiliar words.
Decode regular multisyllabic words
Decode regular multisyllabic words
Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression
Read aloud narrative text fluently and accurately.
Read aloud narrative text with appropriate pacing.
Read aloud narrative text with appropriate intonation.
Read aloud narrative text with appropriate expression.
Read aloud expository text fluently and accurately.
Read aloud expository text with appropriate pacing.
Read aloud expository text with appropriate intonation.
Read aloud expository text with appropriate expression.
Use knowledge of antonyms, synonyms, homophones, and homographs to determine
the meanings of words.
Use knowledge of antonyms to determine the meanings of words.
Use knowledge of synonyms to determine the meanings of words.
Use knowledge of homophones to determine the meanings of words.
Use knowledge of homographs to determine the meanings of words.
Demonstrate knowledge of levels of specificity among grade-appropriate words and
explain the importance of these relations (e.g., dog/mammal/animal/living things).
Demonstrate knowledge of levels of specificity among grade-appropriate words.
Explain the importance of the relations among grade-appropriate words.
Use sentence and word context to find the meaning of unknown words.
Use sentence context to find the meaning of unknown words.
Use word context to find the meaning of unknown words.
Use a dictionary to learn the meaning and other features of unknown words.
Use a dictionary to learn the meaning of unknown words.
Use a dictionary to learn other features of unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, est, -ful) to determine the meaning of words.
Use knowledge of prefixes to determine the meaning of words.
Use knowledge of suffixes to determine the meaning of words.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
15
STD
Grade 3 ELA Content Standards Unpacked (Con’t)
(23%)
R2.0
Reading Comprehension
2
R2.1*
2
R2.2
2
R2.3
2
R2.4*
2
R2.5*
3
R2.6*
2
R2.7
8
(12%)
R3.0
Literary Response and Analysis
1
R3.1
Distinguish common forms of literature (e.g., poetry, drama, fiction, non-fiction).
Distinguish common forms of literature.
Distinguish common forms of literature (e.g., poetry).
Distinguish common forms of literature (e.g., drama).
Distinguish common forms of literature (e.g., fiction).
Distinguish common forms of literature (e.g., non-fiction).
# CST
Items
15
Use titles, tables of contents, chapter headings, glossaries, and indexes to locate
information in text.
Use titles to locate information in text.
Use tables of contents to locate information in text.
Use chapter headings to locate information in text.
Use glossaries to locate information in text.
Use indices to locate information in text.
Ask questions and support answers by connecting prior knowledge with literal
information found in, and inferred from, the text.
Ask questions and support answers by connecting prior knowledge with literal
information found in the text.
Ask questions and support answers by connecting prior knowledge with literal
information inferred from the text.
Demonstrate comprehension by identifying answers in the text.
Demonstrate comprehension by identifying answers in the text.
Recall major points in the text and make and modify predictions about forthcoming
information.
Recall major points in the text.
Make predictions about forthcoming information.
Modify predictions about forthcoming information.
Distinguish between main idea and supporting details in expository text.
Distinguish between main idea and supporting details in expository text.
Extract appropriate and significant information from the text, including problems
and solutions.
Extract appropriate information from the text, including problems and solutions.
Extract significant information from the text, including problems and solutions.
Follow simple multiple-step written instructions (e.g., how to assemble a product or
play a board game).
Follow simple multiple-step written instructions.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
16
# CST
Items
STD
2
R3.2*
2
R.3.3*
1
R3.4
1
R3.5
1
R3.6
Grade 3 ELA Content Standards Unpacked (Con’t)
Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables
from around the world.
Comprehend basic plots of classic fairy tales from around the world.
Comprehend basic plots of classic myths from around the world.
Comprehend basic plots of classic folktales from around the world.
Comprehend basic plots of classic legends from around the world.
Comprehend basic plots of fables from around the world.
Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.
Determine what characters are like by what they say.
Determine what characters are like by what they do.
Determine what characters are like by how the author portrays them.
Determine what characters are like by how the illustrator portrays them.
Determine the underlying theme or author’s message in fictional and non-fiction
text.
Determine the underlying theme in fictional text.
Determine the underlying theme in non-fiction text.
Determine the author’s message in fictional text.
Determine the author’s message in non-fiction text.
Recognize the similarities of sounds in words and rhythmical patterns (e.g.,
alliteration, onomatopoeia) in a selection
Recognize the similarities of sounds in words (e.g., alliteration) in a selection
Recognize the similarities of sounds in words (e.g., onomatopoeia) in a selection
Recognize the similarities of rhythmical patterns (e.g., alliteration) in a selection
Recognize the similarities of rhythmical patterns (e.g., onomatopoeia) in a selection
Identify the speaker or narrator in a selection.
Identify the speaker in a selection.
Identify the narrator in a selection.
WRITING
13
(20%)
1
WOC1.0
WOC1.1
Written and Oral English Language Conventions
Understand and be able to use complete and correct declarative, interrogative,
imperative, and exclamatory sentences in writing and speaking.
Understand and be able to use complete and correct declarative sentences in writing.
Understand and be able to use complete and correct interrogative sentences in writing.
Understand and be able to use complete and correct imperative sentences in writing.
Understand and be able to use complete and correct exclamatory sentences in writing.
Understand and be able to use complete and correct declarative sentences in speaking.
Understand and be able to use complete and correct interrogative sentences in speaking.
Understand and be able to use complete and correct imperative sentences in speaking.
Understand and be able to use complete and correct exclamatory sentences in speaking.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
17
# CST
Items
STD
1
WOC1.2
1
WOC1.3
2
WOC1.4*
2
WOC1.5*
1
WOC1.6
2
WOC1.7*
Grade 3 ELA Content Standards Unpacked (Con’t)
Identify subjects and verbs that are in agreement and identify and use pronouns,
adjectives, compound words, and articles correctly in writing and speaking.
Identify subjects and verbs that are in agreement.
Identify and use pronouns in writing.
Identify and use adjectives in writing.
Identify and use compound words in writing.
Identify and use articles in writing.
Identify and use pronouns in speaking.
Identify and use adjectives in speaking.
Identify and use compound words in speaking.
Identify and use articles in speaking.
Identify and use past, present, and future verb tenses properly in writing and
speaking.
Identify and use past verb tenses properly in writing.
Identify and use present verb tenses properly in writing.
Identify and use future verb tenses properly in writing.
Identify and use past verb tenses properly in speaking.
Identify and use present verb tenses properly in speaking.
Identify and use future verb tenses properly in speaking.
Identify and use subjects and verbs correctly in speaking and writing simple
sentences.
Identify subjects and verbs correctly in speaking simple sentences.
Use subjects and verbs correctly in speaking simple sentences.
Identify subjects and verbs correctly in writing simple sentences.
Use subjects and verbs correctly in writing simple sentences.
Punctuate dates, city and state, and titles of books correctly.
Punctuate dates correctly.
Punctuate city and state correctly.
Punctuate titles of books correctly.
Use commas in dates, locations, and addresses and for items in a series.
Use commas in dates.
Use commas in locations.
Use commas in addresses.
Use commas for items in a series.
Capitalize geographical names, holidays, historical periods, and special events
correctly.
Capitalize geographical names correctly.
Capitalize holidays correctly.
Capitalize historical periods correctly.
Capitalize special events correctly.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
18
# CST
Items
2
1
9
(14%)
1
2
NA
3
3
STD
Grade 3 ELA Content Standards Unpacked (Con’t)
Spell correctly one-syllable words that have blends, contractions, compounds,
WOC1.8* orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word
from y to ies when forming the plural), and common homophones (e.g., hair-hare).
Spell correctly one-syllable words that have blends.
Spell correctly one-syllable words that have contractions.
Spell correctly one-syllable words that have compounds.
Spell correctly one-syllable words that have orthographic patterns.
Spell correctly one-syllable words that have common homophones.
WOC1.9 Arrange words in alphabetical order.
Arrange words in alphabetical order.
WS1.0
Writing Strategies
WS1.1* Create a single paragraph that:
1) develops a topic sentence.
Create a single paragraph that develops a topic sentence.
2) includes simple supporting facts and details.
Create a single paragraph that includes simple supporting facts.
Create a single paragraph that includes simple supporting details.
Write legibly in cursive or joined italic, allowing margins and correct spacing
WS1.2
between letters in a word and words in a sentence.
Write legibly in cursive.
Write legibly in joined italic.
Write legibly allowing margins.
Write legibly allowing correct spacing between letters in a word.
Write legibly allowing correct spacing between words in a sentence.
Understand the structure and organization of various reference materials (e.g.,
WS1.3*
dictionary, thesaurus, atlas, encyclopedia).
Understand the structure of various reference materials.
Understand the organization of various reference materials.
Revise drafts to improve the coherence and logical progression of ideas by using an
WS1.4*
established rubric.
Revise drafts to improve the coherence of ideas by using an established rubric.
Revise drafts to improve the logical progression of ideas by using an established rubric.
WA2.0 Writing Applications (Genres and their Characteristics)
WA2.1* Write narratives:
a. Provide a context within which an action takes place.
Write narratives that provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
Write narratives that include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Write narratives that provide insight into why the selected incident is memorable.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
19
# CST
Items
STD
Grade 3 ELA Content Standards Unpacked (Con’t)
Write descriptions that use concrete sensory details to present and support unified
impressions of people, places, things, or experiences.
Write descriptions that use concrete sensory details to present unified impressions of
people.
Write descriptions that use concrete sensory details to present unified impressions of
places.
Write descriptions that use concrete sensory details to present unified impressions of
things.
Write descriptions that use concrete sensory details to present unified impressions of
experiences.
Write descriptions that use concrete sensory details to support unified impressions of
people.
Write descriptions that use concrete sensory details to support unified impressions of
places.
Write descriptions that use concrete sensory details to support unified impressions of
things.
Write descriptions that use concrete sensory details to support unified impressions of
experiences.
WA2.3* Write personal and formal letters, thank-you notes, and invitations:
Show awareness of the knowledge and interests of the audience and establish a
a. purpose and context.
Write personal letters that show awareness of the knowledge and interests of the audience.
Write formal letters that show awareness of the knowledge and interests of the audience.
Write thank-you notes that show awareness of the knowledge and interests of the
audience.
Write invitations that show awareness of the knowledge and interests of the audience.
Write personal letters that establish a purpose and context.
Write formal letters that establish a purpose and context.
Write thank-you notes that establish a purpose and context.
Write invitations that establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Include the date.
Include the proper salutation.
Include the body.
Include the closing.
Include the signature.
WA2.2*
LISTENING AND SPEAKING
LS1.0
LS1.1*
Listening and speaking strategies.
Retell, paraphrase, and explain what has been said by a speaker.
Retell what has been said by a speaker.
Paraphrase what has been said by a speaker.
Explain what has been said by a speaker.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
20
# CST
Items
STD
LS1.2
LS1.3
LS1.4
LS1.5*
LS1.6
LS1.7
LS1.8
Grade 3 ELA Content Standards Unpacked (Con’t)
Connect and relate prior experiences, insights, and ideas to those of a speaker.
Connect prior experiences to those of a speaker.
Connect insights to those of a speaker.
Connect ideas to those of a speaker.
Relate prior experiences to those of a speaker.
Relate insights to those of a speaker.
Relate ideas to those of a speaker.
Respond to questions with appropriate elaboration.
Respond to questions with appropriate elaboration.
Identify the musical elements of literary language (e.g., rhymes, repeated sounds,
instances of onomatopoeia).
Identify the musical elements of literary language.
Identify the musical elements of literary language (e.g., rhymes).
Identify the musical elements of literary language (e.g., repeated sounds).
Identify the musical elements of literary language (e.g., instances of onomatopoeia).
Organize ideas chronologically or around major points of information.
Organize ideas chronologically.
Organize ideas around major points of information.
Provide a beginning, a middle, and an end, including concrete details that develop a
central idea.
Provide a beginning.
Provide a middle.
Provide an end.
Include concrete details that develop a central idea.
Use clear and specific vocabulary to communicate ideas and establish the tone.
Use clear and specific vocabulary to communicate ideas.
Use clear and specific vocabulary to establish the tone.
Clarify and enhance oral presentations through the use of appropriate props (e.g.,
objects, pictures, charts).
Clarify oral presentations through the use of appropriate props.
Clarify oral presentations through the use of appropriate props (e.g., objects).
Clarify oral presentations through the use of appropriate props (e.g., pictures).
Clarify oral presentations through the use of appropriate props (e.g., charts).
Enhance oral presentations through the use of appropriate props.
Enhance oral presentations through the use of appropriate props (e.g., objects).
Enhance oral presentations through the use of appropriate props (e.g., pictures).
Enhance oral presentations through the use of appropriate props (e.g., charts).
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
21
# CST
Items
STD
Grade 3 ELA Content Standards Unpacked (Con’t)
Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important passages of the text being
read.
Read prose aloud with fluency.
Read prose aloud with rhythm.
Read prose aloud with pace.
Read prose aloud using appropriate intonation and vocal patterns to emphasize important
passages of the text being read.
Read poetry aloud with fluency.
Read poetry aloud with rhythm.
Read poetry aloud with pace.
Read poetry aloud using appropriate intonation and vocal patterns to emphasize important
passages of the text being read.
LS1.10 Compare ideas and points of view expressed in broadcast and print media.
Compare ideas expressed in broadcast media.
Compare ideas expressed in print media.
Compare points of view expressed in broadcast media.
Compare points of view expressed in print media.
LS1.11* Distinguish between the speaker's opinions and verifiable facts.
Distinguish between the speaker's opinions and verifiable facts.
LS1.9
LS2.0 Speaking Applications (Genres and Their Characteristics)
LS2.1
Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
Make brief narrative presentations that provide a context for an incident that is the subject
of the presentation.
b. Provide insight into why the selected incident is memorable.
Make brief narrative presentations that provide insight into why the selected incident is
memorable.
c. Include well-chosen details to develop character, setting, and plot.
Make brief narrative presentations that include well-chosen details to develop character.
Make brief narrative presentations that include well-chosen details to develop setting.
Make brief narrative presentations that include well-chosen details to develop plot.
Plan and present dramatic interpretations of experiences, stories, poems, or plays
LS2.2
with clear diction, pitch, tempo, and tone.
Plan dramatic interpretations of experiences.
Plan dramatic interpretations of stories.
Plan dramatic interpretations of poems.
Plan dramatic interpretations of plays.
Present dramatic interpretations of experiences with clear diction, pitch, tempo, and tone.
Present dramatic interpretations of stories with clear diction, pitch, tempo, and tone.
Present dramatic interpretations of poems with clear diction, pitch, tempo, and tone.
Present dramatic interpretations of plays with clear diction, pitch, tempo, and tone.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
22
# CST
Items
STD
LS2.3*
Grade 3 ELA Content Standards Unpacked (Con’t)
Make descriptive presentations that use concrete sensory details to set forth and
support unified impressions of people, places, things, or experiences.
Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of people.
Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of places.
Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of things.
Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of experiences.
* PSUSD Key Standard
NA = Not assessable in multiple-choice format
23
Instructional Segment 1 – Grade 3 English Language Arts
Start Smart, Units 1 & 2
Benchmark Exam #1 Closing Dates
Traditional: November 22, 2013
Modified: November 1, 2013







Main Topics
Themes: Let’s Learn, Neighborhoods and Communities
Comprehension: Character, Setting, Plot; Cause and Effect; Main Idea and Details; Compare and
Contrast; Make and Confirm Predictions; Sequence; Draw Conclusions; Author’s Purpose; Theme
Phonics: Short Vowels; Final e; Long a, o, e; Silent Letters; 3-Letter Blends; Digraphs; Contractions
Vocabulary Strategies: Word Parts: Prefixes, Suffixes, Compound Words; Word Families;
Thesaurus/Synonyms; Dictionary: Multiple-Meaning Words; Context Clues: Antonyms, Examples,
Paragraph Clues
Text Features/Literary Elements/Study Skills: Bar Graphs; Personification; Italics, Pronunciations,
Bold or Colored Type; Guide Words, Headings, Captions; Calendar; Personification; Assonance;
Rhyme Scheme; Repetition; Refrain; Features in a Textbook
Grammar: Statements and Questions; Commands and Exclamations; Subjects; Predicates; Compound
Sentences; Nouns
Writing: Topic Development: Moment; Personal Narrative; Description; Topic Development: Object,
Setting; Expository
Standards



Reading
R1.1
R1.2
R1.3

R1.4*

R1.5



R1.6*
R1.7
R1.8*

R2.1*

R2.2


R2.3
R2.4*


R2.5*
R2.6*


R3.1
R3.2*
Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression.
Use knowledge of antonyms, synonyms, homophones, and homographs to determine the
meanings of words.
Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations (e.g., dog/mammal/animal/living things).
Use sentence and word context to find the meaning of unknown words.
Use a dictionary to learn the meaning and other features of unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,
-ful) to determine the meaning of words.
Use titles, tables of contents, chapter headings, glossaries, and indexes to locate
information in text.
Ask questions and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
Demonstrate comprehension by identifying answers in the text.
Recall major points in the text and make and modify predictions about forthcoming
information.
Distinguish between main idea and supporting details in expository text.
Extract appropriate and significant information from the text, including problems and
solutions.
Distinguish common forms of literature (e.g., poetry, drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from
around the world.
24











R.3.3* Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.
R3.4 Determine the underlying theme or author’s message in fictional and non-fiction text.
R3.5 Recognize the similarities of sounds in words and rhythmical patterns (e.g., alliteration,
onomatopoeia) in a selection.
R3.6 Identify the speaker or narrator in a selection.
Written and Oral English Language Conventions
WOC1.1 Understand and be able to use complete and correct declarative, interrogative, imperative,
and exclamatory sentences in writing and speaking.
WOC1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,
compound words, and articles correctly in writing and speaking.
WOC1.4* Identify and use subjects and verbs correctly in speaking and writing simple sentences.
WOC1.5* Punctuate dates, city and state, and titles of books correctly.
WOC1.7* Capitalize geographical names, holidays, historical periods, and special events
correctly.
WOC1.8* Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word
from y to ies when forming the plural), and common homophones (e.g., hair-hare).
WOC1.9 Arrange words in alphabetical order.
Writing









WS1.1* Create a single paragraph.
WS1.3* Understand the structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
WS1.4* Revise drafts to improve the coherence and logical progression of ideas by using an
established rubric.
WA2.1* Write narratives that include well-chosen details to develop the plot.
WA2.2* Write descriptions that use concrete sensory details to present and support unified
impressions of people, places, things, or experiences.
Listening and Speaking
LS1.3
LS1.4
Respond to questions with appropriate elaboration.
Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of
onomatopoeia).
LS1.9* Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important passages of the text being read.
LS2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear
diction, pitch, tempo, and tone.
Essential Standards
25
Instructional Segment 2 – Grade 3 English Language Arts Units 3, 4 & 5
CST Mirror Test Closing Dates
Traditional: March 7, 2014
Modified: February 28, 2014
Please Note: It is not imperative that Unit 5 be completed before the
administration of the CST Mirror Test. However, Unit 5 MUST be completed
before the administration of the actual CST.
Main Topics







Themes: Express Yourself, Our Teams, Those Amazing Animals
Comprehension: Author’s Purpose; Character, Setting, Plot; Problem/Solution; Sequence; Make
Inferences; Draw Conclusions; Theme; Main Idea; Description; Cause and Effect; Make Judgments;
Compare and Contrast
Phonics: r-Controlled Vowels: er, ir, ur, ar, or; Prefixes: re-, un-, pre-, mis-; Diphthongs /oi/, /ou/,
/ow/; Variant Vowels /u/, /ü/, /au/, /aw/, /alt/, /alk/, /all/, /ough/; Plurals; Homophones; Soft c and g;
Compound Words; Inflectional Endings y to i; Closed Syllables; Open Syllables
Vocabulary Strategies: Context Clues: Word and Sentence Clues; Dictionary: Homographs,
Homophones, Multiple-Meaning Words; Thesaurus: Related Words; Word Parts: Suffixes and
Prefixes; Context Clues: Synonyms; Dictionary: Unfamiliar Words
Text Features/Literary Elements/Study Skills: Onomatopoeia, Rhythm; Time Line; Interviews;
Directions; Rules; Poetry: Haiku, Consonance, Metaphor; Think and Search; Free Verse Poems:
Speaker, Alliteration; Narrative Poem: Imagery; Rhythmic Patterns; Imagery; Directions;
Personification; Moral; Foreshadowing
Grammar: Action Verbs; Past-, Present- and Future-Tense Verbs; Sentence Combining with Verbs;
Verbs Be, Do, Have; Linking Verbs; Contractions with Not; Main and Helping Verbs; Irregular Verbs;
Pronouns; Subject and Object Pronouns; Pronoun-Verb Agreement; Possessive Pronouns
Writing: Sentence Mechanics: Capitalization and Punctuation; Letter: Informational; Sensory Details;
Dialogue; Fictional Narrative: Short Story; Formatting Dialogue; Personal Narrative
Standards








Reading
R1.1
R1.2
R1.3
Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression.
R1.4* Use knowledge of antonyms, synonyms, homophones, and homographs to determine the
meanings of words.
R1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations (e.g., dog/mammal/animal/living things).
R1.6* Use sentence and word context to find the meaning of unknown words.
R1.7 Use a dictionary to learn the meaning and other features of unknown words.
R1.8* Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,
-ful) to determine the meaning of words.
26






















R2.1* Use titles, tables of contents, chapter headings, glossaries, and indexes to locate
information in text.
R2.2 Ask questions and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
R2.3 Demonstrate comprehension by identifying answers in the text.
R2.4* Recall major points in the text and make and modify predictions about forthcoming
information.
R2.5* Distinguish between main idea and supporting details in expository text.
R2.6* Extract appropriate and significant information from the text, including problems and
solutions.
R2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a
board game).
R3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, non-fiction).
R3.2* Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from
around the world.
R.3.3* Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.
R3.4 Determine the underlying theme or author’s message in fictional and non-fiction text.
R3.5 Recognize the similarities of sounds in words and rhythmical patterns (e.g., alliteration,
onomatopoeia) in a selection.
R3.6 Identify the speaker or narrator in a selection.
Written and Oral English Language Conventions
WOC1.1 Understand and be able to use complete and correct declarative, interrogative, imperative,
and exclamatory sentences in writing and speaking.
WOC1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,
compound words, and articles correctly in writing and speaking.
WOC1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
WOC1.4* Identify and use subjects and verbs correctly in speaking and writing simple sentences.
WOC1.5* Punctuate dates, city and state, and titles of books correctly.
WOC1.6 Use commas in dates, locations, and addresses and for items in a series.
WOC1.7* Capitalize geographical names, holidays, historical periods, special events correctly.
WOC1.8* Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word
from y to ies when forming the plural), and common homophones (e.g., hair-hare).
WOC1.9 Arrange words in alphabetical order.
Writing





WS1.1* Create a single paragraph.
WS1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters
in a word and words in a sentence.
WS1.3* Understand the structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
WS1.4* Revise drafts to improve the coherence and logical progression of ideas by using an
established rubric.
WA2.1* Write narratives that include well-chosen details to develop the plot.
27


WA2.2* Write descriptions that use concrete sensory details to present and support unified
impressions of people, places, things, or experiences.
WA2.3* Write personal and formal letters, thank-you notes, and invitations.
Listening and Speaking









LS1.1* Retell, paraphrase, and explain what has been said by a speaker.
LS1.3 Respond to questions with appropriate elaboration.
LS1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of
onomatopoeia).
LS1.9* Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important passages of the text being read.
LS1.10 Compare ideas and points of view expressed in broadcast and print media.
LS1.11* Distinguish between the speaker's opinions and verifiable facts.
LS2.1 Make brief narrative presentations.
LS2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear
diction, pitch, tempo, and tone.
LS2.3* Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of people, places, things, or experiences.
Essential Standards
28
Instructional Segment 3 – Grade 3 English Language Arts Unit 6
Site-Based End of Year Assessments Closing Dates
Traditional: June 13, 2014
Modified: June 26, 2014







Main Topics
Themes: Storytellers
Comprehension: Make Inferences; Summarize; Compare and Contrast; Character, Setting, Plot
Phonics: Prefixes; Consonant + al, el, le; Syllables; Vowel Team Syllables, r-Controlled Vowel
Syllables; Suffixes
Vocabulary Strategies: Context Clues: Synonyms, Antonyms; Word Parts: Prefixes and Suffixes;
Dictionary: Idioms, Unfamiliar Words
Text Features/Literary Elements/Study Skills: Charts, Diagrams; Think and Search; Sensory
Language
Grammar: Adjectives; Articles; Adverbs; Combining Sentences with Adjectives and Adverbs
Writing: Character Development: Believable, Change and Growth; Letter: Persuasive
Standards


















Reading
R1.2
R1.3
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression.
R1.4* Use knowledge of antonyms, synonyms, homophones, and homographs to determine the
meanings of words.
R1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations (e.g., dog/mammal/animal/living things).
R1.6* Use sentence and word context to find the meaning of unknown words.
R1.7 Use a dictionary to learn the meaning and other features of unknown words.
R1.8* Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,
-ful) to determine the meaning of words.
R2.2 Ask questions and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
R2.3 Demonstrate comprehension by identifying answers in the text.
R2.4* Recall major points in the text and make and modify predictions about forthcoming
information.
R2.5* Distinguish between main idea and supporting details in expository text.
R2.6* Extract appropriate and significant information from the text, including problems and
solutions.
R2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a
board game).
R3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, non-fiction).
R3.2* Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from
around the world.
R.3.3* Determine what characters are like by what they say or do and by how the author or
illustrator portrays them.
R3.4 Determine the underlying theme or author’s message in fictional and non-fiction text.
R3.6 Identify the speaker or narrator in a selection.
29






Written and Oral English Language Conventions
WOC1.1
Understand and be able to use complete and correct declarative, interrogative, imperative,
and exclamatory sentences in writing and speaking.
WOC1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,
compound words, and articles correctly in writing and speaking.
WOC1.6 Use commas in dates, locations, and addresses and for items in a series.
WOC1.7* Capitalize geographical names, holidays, historical periods, and special events
correctly.
WOC1.8* Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word
from y to ies when forming the plural), and common homophones (e.g., hair-hare).
WOC1.9 Arrange words in alphabetical order.
Writing











WS1.1* Create a single paragraph.
WS1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters
in a word and words in a sentence.
WS1.3* Understand the structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
WS1.4* Revise drafts to improve the coherence and logical progression of ideas by using an
established rubric.
WA2.1* Write narratives that provide a context within which an action takes place and that
include well-chosen details to develop the plot.
WA2.2* Write descriptions that use concrete sensory details to present and support unified
impressions of people, places, things, or experiences.
WA2.3* Write personal and formal letters, thank-you notes, and invitations.
Listening and Speaking
LS1.4
Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of
onomatopoeia).
LS1.9* Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important passages of the text being read.
LS2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear
diction, pitch, tempo, and tone.
LS2.3* Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of people, places, things, or experiences.
Essential Standards
30
GRADE 3 ENGLISH LANGUAGE ARTS BENCHMARK EXAM #1 AT A GLANCE
Benchmark Exam #1 Closing Dates:
Traditional: November 22, 2013
Modified: November 1, 2013
#
Items
STD
STANDARD – short description
Know and use complex word families when reading (e.g., -ight)
to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
Use knowledge of antonyms, synonyms, homophones, and
3
R1.4*
homographs to determine the meanings of words.
Use sentence and word context to find the meaning of
3
R1.6*
unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-)
3
R1.8* and suffixes (e.g., -er, -est, -ful) to determine the meaning of
words.
Use titles, tables of contents, chapter headings, glossaries,
2
R2.1*
and indexes to locate information in text.
Ask questions and support answers by connecting prior
2
R2.2
knowledge with literal information found in, and inferred from,
the text.
Recall major points in the text and make and modify
2
R2.4*
predictions about forthcoming information.
Distinguish between main idea and supporting details in
2
R2.5*
expository text.
Extract appropriate and significant information from the
3
R2.6*
text, including problems and solutions.
Determine what characters are like by what they say or do
2
R3.3*
and by how the author or illustrator portrays them.
Identify and use subjects and verbs correctly in speaking
2 WOC1.4*
and writing simple sentences.
2 WOC1.5* Punctuate dates, city and state, and titles of books correctly.
Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g., qu,
2 WOC1.8* consonant doubling, changing the ending of a word from y to
ies when forming the plural), and common homophones (e.g.,
hair-hare).
2
R1.1
Concepts
Word families
Compound words
Synonyms, antonyms
Antonyms, examples,
paragraph clues
un-, non-, -er, -est
Headings, parts/features of
a book
Make inferences, draw
conclusions, analyze
Summarize, Predictions
Main idea and details
Summarize
Characters
Subjects, single/plural
and possessive nouns
Titles of books
Blends, contractions
2
WS1.1*
Create a single paragraph.
Topic Development:
Moment, Showing,
strong verbs
2
WS1.4*
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Revise drafts
31
GRADE 3 ENGLISH LANGUAGE ARTS VOCABULARY
Instructional Segment 1 Instructional Segment 2 Instructional Segment 2
Unit 1
Unit 3
Unit 5
Week 1 – chuckled, nervous, Week 1 – talented, single,
nonsense, fumbled, trudged
proper, excitement,
acceptance, useful
Week 2 – auditions,
Week 2 – crackle, starry,
adventure, exploring,
announced, soared, noticed
sparkling, fantastic, success
Week 3 – donate, unaware,
Week 3 – estimate, focus,
members, contribute
record
Week 1 – fierce, echoes,
shuffles, huddle, junior,
down
Week 2 – architects,
structures, contain, retreats,
shallow, shelter
Week 3 – crucial, adjust,
survive, source,
unpredictable
Week 4 – passion, bothering, Week 4 – instance, illustrate, Week 4 – conversation,
admire, concentrate, ached,
style, textures, sketches,
interrupted, boasting,
splendid
suggestions
scrambled, seized, rebuild
Week 5 – separate,
Week 5 – annual, potential, Week 5 – sight, odor,
determination, storage, exact, expensive, politely,
venom, female, related,
ruined, luckiest
wrapping, innocent
identical
Instructional Segment 3
Unit 2
Unit 4
Unit 6
Week 1 – sidewalks, traders,
grumbled, blossomed,
wailed, lonesome
Week 2 – disappear, protect,
harming, supply, capture,
enclosure
Week 3 – culture,
communities, immigrants,
established, traditional
Week 4 – tour, volunteers,
thrilled, slogan, deserve
Week 1 – beamed, argued,
possessions, fabric,
purchased, quarreling
Week 2 – brilliance,
affection, pleaded, exhausted,
guarantee, preparation
Week 3 – utilize, awareness,
pollution, emphasize
Week 1 – guests, banquet,
agreeable, curiosity, gaze,
untrusting
Week 2 – decorated, symbol,
darkened, gnaws, securing,
weakest
Week 3 – insightful,
technique, majority,
investigate, cunning
Week 4 – magnificent,
masterpiece, ingredient,
recipes, tasty, tradition
Week 5 – depart, suitable,
increase, observed, advised,
discouraged
Week 4 – anxious, cross,
managed, alarmed, pretend,
unfortunately
Week 5 – appliances, owners, Week 5 – decisions,
construction, equipment,
communicate, essential,
leaky, project
responsible, research,
specialist
32
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
INSTRUCTIONAL SEGMENT 1
Day 3
Day 4
Day 5
VOCABULARY LIST 1
UNIT 1 – LET’S LEARN
Week 1 – Teachers
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
4
R1.6*
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression
Use sentence and word context to find the meaning
of unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
4
R1.8*
2
R2.1*
2
R2.3
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
1
R3.1
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Short Vowel
Words
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Read
Multisyllabic Words
Repeated
Reading:
Phrasing
Context
Clues
Review
Word Parts/
Word Parts/ Words,
Prefixes un-,
Prefixes
Related
nonWords
Model
Fluency
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Demonstrate comprehension by identifying answers in
the text.
Poem
Repeated
Reading:
Phrasing
Repeated
Reading:
Phrasing
Fluency
Practice
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Nonfiction,
Bar Graph
Answering
Questions
Return to
Preview
Predictions,
and Predict
Purposes
Realistic
Fiction
33
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
2
2
1
2
STD
STANDARD
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the
world.
Determine what characters are like by what they
R.3.3* say or do and by how the author or illustrator
portrays them.
Understand and be able to use complete and correct
WOC1.1 declarative, interrogative, imperative, and exclamatory
sentences in writing and speaking.
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
Day 1
Day 2
Day 3
Day 4
SelfSelected
Reading
R3.2*
3
WS1.1* Create a single paragraph.
3
WS1.4*
LS1.9*
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Day 5
Character, Character,
Setting,
Setting,
Plot
Plot
Statements Statements
Mechanics
and
and
and Usage
Questions Questions
Spelling
Pretest
Word
Sorts
Word
Meanings
Statements Statements
and
and
Questions Questions
Proofread
Spelling
Posttest
Reading/
Topic
Topic
Topic
Development: Development: Development: Writing Conferences
Moment
Moment
Moment Connection
Revisions
Model
Fluency
34
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1 - Week 2 – The Power of Books
2
R1.1
2
R1.2
NA
R1.3
4
R1.4*
2
R2.2
2
R2.3
2
R2.4*
1
R3.1
2
R3.2*
2
R.3.3*
1
R3.5
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
Word
Families
Final e
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
Final e
Repeated
Repeated
Repeated
Model
Fluency
Reading:
Reading:
Reading:
Fluency
Practice
Intonation Intonation Intonation
Review
Review
Assess
Review
Use knowledge of antonyms, synonyms,
Words,
Words,
Words,
Words,
homophones, and homographs to determine the
Word
Related
Connect to
Morphology
meanings of words.
Families
Words
Writing
Ask questions and support answers by connecting prior
Make
Make
Answering
knowledge with literal information found in, and
Inferences/ Inferences/
Questions
inferred from, the text.
Analyze
Analyze
Demonstrate comprehension by identifying answers in
Cause and
the text.
Effect
Return to
Preview
Recall major points in the text and make and
Predictions,
and Predict
modify predictions about forthcoming information.
Purposes
Distinguish common forms of literature (e.g., poetry,
Realistic
Poem
drama, fiction, non-fiction).
Fiction
SelfComprehend basic plots of classic fairy tales, myths,
PersonifiSelected
folktales, legends, and fables from around the
cation
Reading
world.
Character,
Determine what characters are like by what they
Setting,
say or do and by how the author or illustrator
Plot
portrays them.
Recognize the similarities of sounds in words and
rhythmical patterns (e.g., alliteration, onomatopoeia) in
Alliteration
a selection
35
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
1
2
3
3
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Understand and be able to use complete and correct
Commands Commands
Mechanics Commands Commands
and
and
and
and
WOC1.1 declarative, interrogative, imperative, and exclamatory
and Usage Exclamations Exclamations
Exclamations
Exclamations
sentences in writing and speaking.
Pretest:
Spell correctly one-syllable words that have blends,
Word
Word
Spelling
WOC1.8* contractions, compounds, orthographic patterns
Words with
Proofread
Sorts
Meanings
Posttest
Final e
and common homophones.
Reading/
Topic
Focus on a Focus on a
Development:
Writing Conferences
WS1.1* Create a single paragraph.
Moment
Moment
Moment
Connection
Revise drafts to improve the coherence and logical
Revisions
WS1.4*
progression of ideas by using an established rubric.
WA2.1*
LS1.4
LS1.9*
LS2.2
Write narratives that include well-chosen details to
develop the plot.
Identify the musical elements of literary language (e.g.,
rhymes, repeated sounds, instances of onomatopoeia).
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Plan and present dramatic interpretations of
experiences, stories, poems, or plays with clear diction,
pitch, tempo, and tone.
Topic
Focus on a
Development:
Moment
Moment
Focus on a
Moment
Words that
Rhyme
Model
Fluency
Intonation
36
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1 - Week 3 – Building Schools
2
R1.1
2
R1.2
NA
R1.3
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
4
2
2
1
2
2
Long a
Model
Fluency
Long a
Repeated
Reading:
Pacing
Review
Words,
Related
Words
Repeated
Reading:
Pacing
Thesaurus/ Thesaurus/
Synonyms Synonyms
Review
Words,
Related
Words
Thesaurus/
Synonyms
Review
Words,
Related
Words
Recall major points in the text and make and
Summarize Summarize
modify predictions about forthcoming information.
Main Idea Main Idea
Distinguish between main idea and supporting
R2.5*
and Details and Details
details in expository text.
Distinguish common forms of literature (e.g., poetry,
R3.1
Folktale
Nonfiction
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
R3.2* folktales, legends, and fables from around the
world.
Mechanics
Identify and use subjects and verbs correctly in
WOC1.4*
Subjects
Subjects
and Usage
speaking and writing simple sentences.
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Repeated
Reading:
Pacing
Fluency
Practice
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Using a
Dictionary
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Summarize
R2.4*
Main Idea
and Details
SelfSelected
Reading
Subjects
Subjects
37
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Spell correctly one-syllable words that have blends,
Pretest:
Words with
Long a
Word
Sorts
Word
Meanings
Proofread
Spelling
Posttest
STD
2
WOC1.8* contractions, compounds, orthographic patterns
1
and common homophones.
WOC1.9 Arrange words in alphabetical order.
3
WS1.1* Create a single paragraph.
3
WS1.4*
Draft
Publish,
Conference
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
WA2.1* Write narratives.
LS1.9*
Prewrite
Alphabetize
Revise,
Revise,
Use Rubrics Proofread
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Prewrite
Draft
Revise,
Use Rubrics
Model
Fluency
38
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1 - Week 4 – Learning to Read
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
2
R1.7
4
R1.8*
2
R2.1*
2
R2.2
2
R2.3
2
R2.4*
Decode
Words with
Long o
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Decode
Words with
Long o
Read aloud narrative and expository text fluently and
Repeated
Repeated
Repeated
Model
Fluency
accurately and with appropriate pacing, intonation, and
Reading:
Reading:
Reading:
Fluency
Practice
expression.
Expression Expression Expression
Review
Dictionary/
Review
Assess
Words,
Review
Use a dictionary to learn the meaning and other
MultipleWords,
Words,
MultipleWords,
features of unknown words.
Meaning
Related
Connect to
Meaning
Morphology
Words
Words
Writing
Words
Review
Assess
Review
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Words,
Words,
Words,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
Related
Connect to
Morphology
determine the meaning of words.
Words
Writing
Headings,
PronunciaUse titles, tables of contents, chapter headings,
tions, Italics,
glossaries, and indexes to locate information in text.
Boldface
Ask questions and support answers by connecting prior
Generate
knowledge with literal information found in, and
Questions
inferred from, the text.
Demonstrate comprehension by identifying answers in
Set Purpose Character
the text.
Return to
Preview and
Recall major points in the text and make and
Predictions,
Predict
modify predictions about forthcoming information.
Purposes
39
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
2
R2.5*
3
R2.6*
1
R3.1
2
R3.2*
2
R.3.3*
1
R3.5
1
WOC1.2
2
WOC1.4*
2
WOC1.8*
3
WS1.4*
STANDARD
Day 1
Day 2
Distinguish between main idea and supporting
details in expository text.
Problem and
Extract appropriate and significant information
Solution
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
Nonfiction
Fantasy
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the
world.
Determine what characters are like by what they
Plot and
say or do and by how the author or illustrator
Character
portrays them.
Recognize the similarities of sounds in words and
Onomatorhythmical patterns (e.g., alliteration, onomatopoeia) in
poeia
a selection
Identify subjects and verbs that are in agreement and
identify and use pronouns, adjectives, compound
Predicates Predicates
words, and articles correctly in writing and speaking.
Identify and use subjects and verbs correctly in
Predicates Predicates
speaking and writing simple sentences.
Spell correctly one-syllable words that have blends,
Spelling Words with
contractions, compounds, orthographic patterns
Pretest
Long o
and common homophones.
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Topic
Topic
Day 3
Day 4
Day 5
Main Idea
and Details
SelfSelected
Reading
Character
Development
Mechanics
and Usage
Predicates
Predicates
Mechanics
and Usage
Predicates
Predicates
Word
Meanings
Proofread
Spelling
Posttest
Conference/
Revision
Topic
Write descriptions that use concrete sensory details Development: Development: Development: Reading/
Conference/
Writing
WA2.2* to present and support unified impressions of
Object,
Object,
Object,
Revision
Connection
people, places, things, or experiences.
Setting
Setting
Setting
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
LS1.9*
Fluency
patterns to emphasize important passages of the
text being read.
40
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 1 - Week 5 – Those Special Books
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
NA
4
R1.4*
4
R1.6*
4
R1.8*
2
R2.1*
2
R2.3
2
R2.4*
2
R2.5*
1
R3.1
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
Use sentence and word context to find the meaning
of unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Decode
Words with
Long i
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Read
Multisyllabic
Words
Repeated
Repeated
Repeated
Model
Reading:
Reading:
Reading:
Fluency Attention to Attention to Attention to
Punctuation Punctuation Punctuation
Fluency
Practice
Antonyms
Words in
Context
Review
Word Parts/
Words,
Suffixes
Inflectional
-er, -est
Endings
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Demonstrate comprehension by identifying answers in
the text.
Recall major points in the text and make and
modify predictions about forthcoming information.
Review
Words,
Related
Words
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Encyclopedia
Article
Answering
Questions
Make and Make and
Confirm
Confirm
Predictions Predictions
Main Idea
and Details
Poem
Realistic
Fiction
41
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
2
1
1
2
3
3
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
SelfComprehend basic plots of classic fairy tales, myths,
Selected
folktales, legends, and fables from around the
Reading
world.
Recognize the similarities of sounds in words and
R3.5
rhythmical patterns (e.g., alliteration, onomatopoeia) in
Poem
Alliteration
a selection
Identify subjects and verbs that are in agreement and
Compound Compound Mechanics Compound Compound
WOC1.2 identify and use pronouns, adjectives, compound
Sentences Sentences and Usage Sentences Sentences
words, and articles correctly in writing and speaking.
Spell correctly one-syllable words that have blends,
Spelling
Word
Spelling
WOC1.8* contractions, compounds, orthographic patterns
Word Sorts
Proofread
Pretest
Meanings
Posttest
and common homophones.
Describing
WS1.1* Create a single paragraph.
Setting
Conference/
Revise drafts to improve the coherence and logical
WS1.4*
Revision
progression of ideas by using an established rubric.
R3.2*
Topic
Topic
Topic
Write descriptions that use concrete sensory details Development: Development: Development: Reading/
Conference/
Writing
WA2.2* to present and support unified impressions of
Object,
Object,
Object,
Revision
Connection
people, places, things, or experiences.
Setting
Setting
Setting
Identify the musical elements of literary language (e.g.,
LS1.4
Poem
rhymes, repeated sounds, instances of onomatopoeia).
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
LS1.9*
Fluency
patterns to emphasize important passages of the
text being read.
42
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
UNIT 2 – NEIGHBORHOODS AND COMMNITIES
Week 1 – Birth of a Town
2
R1.1
2
R1.2
NA
R1.3
4
R1.6*
Decode
Words with
Long e
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
Decode regular multisyllabic words
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
Use sentence and word context to find the meaning
of unknown words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.1*
2
R2.3
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
3
R2.6*
Extract appropriate and significant information
from the text, including problems and solutions.
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Demonstrate comprehension by identifying answers in
the text.
Model
Fluency
Decode
Words with
Long e
Repeated
Reading:
Phrasing
Context
Clues
Review
Words,
Related
Words
Repeated
Reading:
Phrasing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Repeated
Reading:
Phrasing
Fluency
Practice
Figurative
Assess
Word Parts: Word Parts:
Review
Language:
Words,
Compound Compound
Words,
Idioms in
Connect to
Words
Words
Morphology
Dialogue
Writing
Review
Assess
Word Parts:
Review
Words,
Words,
Compound
Words,
Related
Connect to
Words
Morphology
Words
Writing
Headings
Answering
Questions
Return to Make and
Preview and
Predictions, Confirm
Predict
Purposes Predictions
Summarize Summarize
43
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
1
R3.1
2
R3.2*
2
R.3.3*
1
R3.6
2
WOC1.7*
2
WOC1.8* contractions, compounds, orthographic patterns
STANDARD
Day 1
Day 2
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the
world.
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Realistic
Fiction
Historical
Fiction
Identify the speaker or narrator in a selection.
Capitalize geographical names, holidays, historical
periods, and special events correctly.
Spell correctly one-syllable words that have blends,
and common homophones.
3
3
WS1.1* Create a single paragraph.
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Write descriptions that use concrete sensory details
WA2.2* to present and support unified impressions of
people, places, things, or experiences.
WS1.4*
LS1.3
Respond to questions with appropriate elaboration.
LS1.9*
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Day 3
Day 4
Day 5
Nonfiction
Article
SelfSelected
Reading
Character
Narrator’s
Point of
View
Common
Common
Common
Common
Mechanics
and Proper and Proper
and Proper and Proper
and Usage
Nouns
Nouns
Nouns
Nouns
Pretest:
Word
Spelling
Words with Word Sorts
Proofread
Meanings
Posttest
Long e
Reading/
Conference/
Showing
Showing
Showing
Writing
Revision
Connection
Conference/
Revision
Showing
Showing
Focus on a
Moment
Model
Fluency
44
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 2 - Week 2 – Local Business
2
Decode regular multisyllabic words.
Read
Multisyllabic
Words
Repeated
Reading:
Pacing
Dictionary:
MultipleMeaning
Words
Dictionary: Dictionary:
MultipleMultipleMeaning
Meaning
Words
Words
Dictionary:
MultipleMeaning
Words
R1.2
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.2
2
R2.3
2
R2.4*
1
R3.1
Model
Fluency
Repeated
Repeated
Fluency
Reading:
Reading:
Practice
Pacing
Pacing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Ask questions and support answers by connecting prior
Draw
Draw
knowledge with literal information found in, and
Conclusions Conclusions
inferred from, the text.
Demonstrate comprehension by identifying answers in
Answering
the text.
Questions
Return to
Preview and
Recall major points in the text and make and
Predictions,
Predict
modify predictions about forthcoming information.
Purposes
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Nonfiction
Nonfiction
Article
Poetry: Free
Verse and
Rhyme
45
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
1
1
2
2
3
3
Day 1
Day 2
Day 3
Day 4
Day 5
SelfSelected
Reading
Recognize the similarities of sounds in words and
PersonifiR3.5
rhythmical patterns (e.g., alliteration, onomatopoeia) in
cation and
a selection.
Assonance
Understand and be able to use complete and correct
Punctuate
WOC1.1 declarative, interrogative, imperative, and exclamatory
Sentences
sentences in writing and speaking.
Review
Identify and use subjects and verbs correctly in
Singular and Singular and
Singular and Singular and
WOC1.4* speaking and writing simple sentences.
Plural
Plural Nouns Plural Nouns
Plural Nouns Plural Nouns
Nouns
Spell correctly one-syllable words that have blends,
Spelling
Word
Spelling
WOC1.8* contractions, compounds, orthographic patterns
Word Sorts
Proofread
Pretest
Meanings
Posttest
and common homophones.
Reading/
Conference/
Showing
Showing
Showing
Writing
WS1.1* Create a single paragraph.
Revision
Connection
Conference/
Revise drafts to improve the coherence and logical
WS1.4*
Revision
progression of ideas by using an established rubric.
Focus on a
LS1.3 Respond to questions with appropriate elaboration.
Moment
Identify the musical elements of literary language (e.g.,
Critical
LS1.4
Assonance
rhymes, repeated sounds, instances of onomatopoeia).
Thinking
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
LS1.9*
Fluency
patterns to emphasize important passages of the
text being read.
46
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 2 - Week 3 – California Communities
2
3-Letter
Blends
R1.2
Decode regular multisyllabic words
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
Context
Clues:
Antonyms
Context
Clues:
Antonyms
R1.6*
Use sentence and word context to find the meaning
of unknown words.
Context
Clues:
Antonyms
Context
Clues:
Antonyms
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
Context
Clues:
Antonyms
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Context
Clues:
Antonyms
2
R2.1*
2
R2.2
2
R2.3
2
R2.4*
NA
4
4
2
Model
Fluency
Repeated
Repeated
Repeated
Reading:
Reading:
Reading:
Pronunciation Pronunciation Pronunciation
and Phrasing and Phrasing and Phrasing
Review
Words,
Related
Words
Review
Words,
Related
Words
Review
Words,
Related
Words
Review
Words,
Related
Words
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
Demonstrate comprehension by identifying answers in
the text.
Draw
Conclusions
Recall major points in the text and make and
modify predictions about forthcoming information.
Return to
Preview and
Predictions,
Predict
Purposes
Fluency
Practice
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Parts of a
Book
Answer
Questions
47
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
2
R2.5*
1
R3.1
2
R3.2*
2
WOC1.4*
2
1
3
STANDARD
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Day 1
Day 2
Day 3
Day 4
Main Idea Main Idea
and Details and Details
Poetry
Main Idea
and Details
Nonfiction
SelfSelected
Reading
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Identify and use subjects and verbs correctly in
speaking and writing simple sentences.
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
Day 5
Irregular
Plural Nouns
Spelling
Pretest
Word Sorts
Proofread
Spelling
Posttest
Alphabeti
zing
WOC1.9 Arrange words in alphabetical order.
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Write descriptions that use concrete sensory details
Prewrite
WA2.2* to present and support unified impressions of
people, places, things, or experiences.
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
LS1.9*
Fluency
patterns to emphasize important passages of the
text being read.
Plan and present dramatic interpretations of
PronunciaLS2.2 experiences, stories, poems, or plays with clear diction,
tion and
pitch, tempo, and tone.
Phrasing
Word
Meanings
Publish,
Conference
WS1.4*
Draft
Revise,
Use
Rubrics
Revise,
Proofread
Publish,
Conference
48
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 2 - Week 4 – Working Together
2
R1.2
Read Multi- Decode
syllabic
Words with
Words
Digraphs
Read aloud narrative and expository text fluently and
Repeated
Model
accurately and with appropriate pacing, intonation, and
Reading:
Fluency
expression.
Pacing
Decode regular multisyllabic words.
NA
R1.3
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
2
R1.5
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living
things).
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
2
R2.3
Demonstrate comprehension by identifying answers in
the text.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
2
R2.5*
1
R3.1
2
R3.2*
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Repeated
Repeated
Fluency
Reading:
Reading:
Practice
Pacing
Pacing
Review
Assess
Context
Review
Words,
Words,
Clues:
Words,
Related
Connect to
Examples
Morphology
Words
Writing
Review
Assess
Context
Review
Words,
Words,
Clues:
Words,
Related
Connect to
Examples
Morphology
Words
Writing
Review
Assess
Context
Context
Review
Words,
Words,
Clues:
Clues:
Words,
Related
Connect to
Examples Examples
Morphology
Words
Writing
Answering
Questions
Return to
Preview and
Predictions,
Predict
Purposes
Main Idea
and Details
Folk Song
Nonfiction
SelfSelected
Reading
49
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
1
1
2
2
3
3
3
STD
STANDARD
Day 1
Day 2
Determine the underlying theme or author’s message in Author’s
Author’s
fictional and non-fiction text.
Purpose
Purpose
Recognize the similarities of sounds in words and
R3.5
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Possessive Possessive
Identify and use subjects and verbs correctly in
WOC1.4*
Nouns
Nouns
speaking and writing simple sentences.
Pretest:
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
Words with Word Sorts
Digraphs
and common homophones.
Strong
Strong
WS1.1* Create a single paragraph.
Verbs
Verbs
Understand the structure and organization of
WS1.3* various reference materials (e.g., dictionary,
thesaurus, atlas, encyclopedia).
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
Day 3
Day 4
Day 5
R3.4
LS1.3
LS1.10
Rhyme
Scheme and
Repetition
Mechanics Possessive Possessive
and Usage
Nouns
Nouns
Word
Meanings
Spelling
Posttest
Strong
Verbs
Thesaurus
Conference,
Revision
Focus on a
Moment
Respond to questions with appropriate elaboration.
Compare ideas and points of view expressed in
broadcast and print media.
Proofread
Evaluate
Media
50
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 2 - Week 5 – Building Homes
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.1*
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
1
R3.1
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
2
R.3.3*
1
R3.4
1
R3.5
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Determine the underlying theme or author’s message in
fictional and non-fiction text.
Recognize the similarities of sounds in words and
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Read Multisyllabic
Words
Repeated
Repeated
Fluency
Reading:
Reading:
Practice
Phrasing
Phrasing
Context
Review
Assess
Review
Clues/
Words,
Words,
Words,
Paragraph
Related
Connect to
Morphology
Clues
Words
Writing
Assess
Review
Words,
Suffixes
Words,
Connect to
Morphology
Writing
Features in a
Textbook
Return to
Preview and
Predictions,
Predict
Purposes
Narrative
Fiction
Nonfiction
Model
Fluency
Repeated
Reading:
Phrasing
Context
Clues/
Paragraph
Clues
Context
Clues/
Paragraph
Clues
SelfSelected
Reading
Character
Theme
Theme
Onomatopoeia
51
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
1
R3.6
STANDARD
Identify the speaker or narrator in a selection.
1
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
2
WOC1.5*
2
3
3
Day 1
Punctuate dates, city and state, and titles of books
correctly.
Sentence
Combining
with Nouns
Sentence
Combining
with Nouns
Day 2
Day 3
Respond to questions with appropriate elaboration.
LS2.2
Plan and present dramatic interpretations of
experiences, stories, poems, or plays with clear diction,
pitch, tempo, and tone.
Day 5
Narrator’s
Point of
View
Sentence
Sentence
Sentence
Mechanics
Combining
Combining Combining
and Usage
with Nouns
with Nouns with Nouns
Sentence
Sentence
Sentence
Book
Combining
Combining Combining
Titles
with Nouns
with Nouns with Nouns
Spell correctly one-syllable words that have blends,
Pretest: Word Sorts;
Word
WOC1.8* contractions, compounds, orthographic patterns
Contractions Contractions Meanings
and common homophones.
Strong
WS1.1* Create a single paragraph.
Paragraphs
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
Write descriptions that use concrete sensory details
Strong
Strong
Strong
WA2.2* to present and support unified impressions of
Verbs
Verbs
Verbs
people, places, things, or experiences.
LS1.3
Day 4
Proofread
Spelling
Posttest
Conference,
Revision
Reading/
Conference,
Writing
Revision
Connection
Focus on a
Moment
Phrasing
BENCHMARK EXAM #1 CLOSING DATES
Traditional: November 22, 2013
Modified: November 1, 2013
VOCABULARY LIST 1
BENCHMARK EXAM #1 DATA ANALYSIS AND INTERVENTIONS
52
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
INSTRUCTIONAL SEGMENT 2
Day 3
Day 4
Day 5
VOCABULARY LIST 2
It is not imperative that Unit 5 be completed before the administration of the CST Mirror Test.
However, Unit 5 MUST be completed before the administration of the actual CST.
Unit 3 – EXPRESS YOURSELF
Week 1 – Being a Writer
2
R1.2
NA
R1.3
4
R1.4*
4
R1.6*
4
R1.8*
2
R2.3
2
R2.4*
2
R2.5*
1
R3.1
2
R3.2*
r-Controlled
Vowels
Read aloud narrative and expository text fluently and
Repeated
Repeated
Repeated
Model
Fluency
accurately and with appropriate pacing, intonation, and
Reading:
Reading:
Reading:
Fluency
Practice
expression.
Phrasing
Phrasing
Phrasing
HomoUse knowledge of antonyms, synonyms, homophones,
Synonyms
phones
and homographs to determine the meanings of words.
Review
Assess
Context
Context
Review
Use sentence and word context to find the meaning
Words,
Words,
Clues:
Clues:
Words,
Related
Connect to
of unknown words.
Word Clues Word Clues
Morphology Writing
Words
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Suffixes
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Demonstrate comprehension by identifying answers in
Answering
the text.
Questions
Preview and Predictions,
Recall major points in the text and make and
Predict
Purposes
modify predictions about forthcoming information.
Distinguish between main idea and supporting
Summarize Summarize
details in expository text.
Distinguish common forms of literature (e.g., poetry,
AutobiograPoetry
drama, fiction, non-fiction).
phy
SelfComprehend basic plots of classic fairy tales, myths,
Selected
folktales, legends, and fables from around the world.
Reading
Decode regular multisyllabic words.
53
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
1
R3.4
1
R3.5
1
R3.6
1
2
1
STANDARD
Day 1
Day 2
Day 3
Determine the underlying theme or author’s message in
fictional and non-fiction text.
Recognize the similarities of sounds in words and
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Author’s
Purpose
Author’s
Purpose
Theme
Day 5
Onomatopoeia and
Rhyme
Narrator’s
Point of View
Identify the speaker or narrator in a selection.
Understand and be able to use complete and correct
WOC1.1 declarative, interrogative, imperative, and exclamatory
sentences in writing and speaking.
Identify and use subjects and verbs correctly in
WOC1.4*
speaking and writing simple sentences.
Use commas in dates, locations, and addresses and for
WOC1.6
items in a series.
Day 4
Sentence
Mechanics
Strong
Sentences
Strong
Sentences
Action
Verbs
Action
Verbs
Action
Verbs
Commas in
Dates,Places
Action
Verbs
Action
Verbs
Reading/
Conference,
Writing
Revision
Connection
2
Capitalize geographical names, holidays, historical
WOC1.7*
periods, and special events correctly.
Capitalization Capitalization Capitalization
Punctuation Punctuation Punctuation
2
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
Pretest: rWord
Controlled Word Sorts
Meanings
Vowels
Proofread
3
WS1.1* Create a single paragraph.
Capitalization Capitalization Capitalization
Punctuation Punctuation Punctuation
Reading/
Writing
Connection
3
WS1.4*
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
LS1.1*
Retell, paraphrase, and explain what has been said
by a speaker.
LS1.4
Identify the musical elements of literary language (e.g.,
rhymes, repeated sounds, instances of onomatopoeia).
LS2.2
Plan and present dramatic interpretations of
experiences, stories, poems, or plays with clear diction,
pitch, tempo, and tone.
Spelling
Posttest
Conference,
Revision
Personal
Response
Paragraphs
Rhyme
Phrasing
Diction,
Pitch,
Tempo,
Tone
54
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 3 - Week 2 – Writing Letters
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
R1.5
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living
things).
R1.6*
Use sentence and word context to find the meaning
of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.1*
2
R2.2
2
4
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
Model
Fluency
Context
Clues:
Sentence
Clues
r-Controlled
Vowels ar,
or
r-Controlled
Vowels ar,
or
Repeated
Repeated
Repeated
Reading:
Reading:
Reading:
Fluency
Expression, Expression, Expression, Practice
Intonation Intonation Intonation
Context
Review
Assess
Review
Clues:
Words,
Words,
Words,
Sentence
Related
Connect to
Morphology
Clues
Words
Writing
Context
Review
Assess
Review
Clues:
Words,
Words,
Words,
Sentence
Related
Connect to
Morphology
Clues
Words
Writing
Context
Review
Assess
Review
Clues:
Words,
Words,
Words,
Sentence
Related
Connect to
Morphology
Clues
Words
Writing
Context
Review
Assess
Clues:
Words,
Words,
Suffixes
Sentence
Related
Connect to
Clues
Words
Writing
Text
Features
Make
Inferences
55
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
2
R2.3
Demonstrate comprehension by identifying answers in
the text.
Listen for a
Purpose
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
2
R2.5*
1
R3.1
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Day 2
Day 3
R3.2*
2
R.3.3*
1
WOC1.1
1
WOC1.2
1
WOC1.3
2
WOC1.4*
2
WOC1.5*
Punctuate dates, city and state, and titles of books
correctly.
1
WOC1.6
Use commas in dates, locations, and addresses and for
items in a series.
Day 5
Answering
Questions
Return to
Preview and
Predictions,
Predict
Purposes
Main Idea
and Details
Nonfiction
Article
Realistic
Fiction
Nonfiction
SelfSelected
Reading
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
2
Day 4
Determine what characters are like by what they
Character, Character,
say or do and by how the author or illustrator
Setting, Plot Setting, Plot
portrays them.
Understand and be able to use complete and correct
Presentdeclarative, interrogative, imperative, and exclamatory
Tense Verbs
sentences in writing and speaking.
Identify subjects and verbs that are in agreement and
identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
Identify and use past, present, and future verb tenses
PresentPresentproperly in writing and speaking.
Tense Verbs Tense Verbs
PresentPresentIdentify and use subjects and verbs correctly in
Tense Verbs Tense Verbs
speaking and writing simple sentences.
Author’s
Purpose
Mechanics PresentPresentand Usage Tense Verbs Tense Verbs
Mechanics PresentPresentand Usage Tense Verbs Tense Verbs
Mechanics PresentPresentand Usage Tense Verbs Tense Verbs
Reading/
Conference,
Capitalization Capitalization Capitalization
Writing
Punctuation Punctuation Punctuation
Revision
Connection
Reading/
Conference,
Capitalization Capitalization Capitalization
Writing
Punctuation Punctuation Punctuation
Revision
Connection
56
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
2
WOC1.7*
2
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
3
WS1.1* Create a single paragraph.
3
WS1.4*
LS1.9*
LS2.2
STANDARD
Capitalize geographical names, holidays, historical
periods, and special events correctly.
Day 1
Day 2
Day 3
Capitalization Capitalization Capitalization
Punctuation Punctuation Punctuation
Spelling
Pretest
Revise drafts to improve the coherence and logical
progression of ideas by using an established rubric.
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
Fluency
patterns to emphasize important passages of the
text being read.
Plan and present dramatic interpretations of
Expression,
experiences, stories, poems, or plays with clear diction,
Intonation
pitch, tempo, and tone.
Word Sorts
Word
Meanings
Day 4
Day 5
Reading/
Conference,
Writing
Revision
Connection
Proofread
Spelling
Posttest
Reading/
Conference,
Writing
Revision
Connection
Conference,
Revision
57
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Repeated
Reading:
Repeated
Reading:
Day 5
Unit 3 - Week 3 – Let’s Communicate
2
NA
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
3
R2.6*
1
R3.1
Extract appropriate and significant information
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
2
R.3.3*
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Read
Multisyllabic Words
Model
Fluency
Repeated
Reading:
Pronunciation Pronunciation Pronunciation
Phrasing
Dictionary:
Homographs
Dictionary: Dictionary:
Homographs Homographs
Prefixes
Dictionary:
Homographs
Preview and
Predict
Problem/
Solution
Fluency
Practice
Phrasing
Phrasing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Return to
Predictions,
Purposes
Problem/
Solution
Nonfiction
SelfSelected
Reading
Author’s
Purpose
58
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
1
WOC1.3
2
WOC1.4*
1
WOC1.6
2
WOC1.8*
1
WOC1.9
3
WS1.1* Create a single paragraph.
STANDARD
Identify and use past, present, and future verb tenses
properly in writing and speaking.
Identify and use subjects and verbs correctly in
speaking and writing simple sentences.
Use commas in dates, locations, and addresses and for
items in a series.
Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns
and common homophones.
Arrange words in alphabetical order.
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Understand the structure and organization of
3 WS1.3* various reference materials (e.g., dictionary,
thesaurus, atlas, encyclopedia).
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
Write personal and formal letters, thank-you notes,
WA2.3*
and invitations.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
LS1.9*
patterns to emphasize important passages of the
text being read.
Day 1
Day 2
Day 3
Day 4
Day 5
Past-Tense Past-Tense Past-Tense Past-Tense Past-Tense
Verbs
Verbs
Verbs
Verbs
Verbs
Past-Tense Past-Tense Past-Tense Past-Tense Past-Tense
Verbs
Verbs
Verbs
Verbs
Verbs
Commas
in a Series
Pretest:
Word
Spelling
Words with Word Sorts
Proofread
Meanings
Posttest
Prefixes
Alphabetize
Proofread,
Publish,
Prewrite
Draft
Revise
Use Rubrics Conference
Publish
Using the
Library
Prewrite
Draft
Revise
Publish,
Conference
Proofread,
Publish,
Use Rubrics Conference
Model
Fluency
59
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Phrasing
and Pacing
Fluency
Practice
Unit 3 - Week 4 – Being an Artist
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.1*
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
NA
2
R2.2
2
R2.3
2
R2.4*
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
Demonstrate comprehension by identifying answers in
the text.
Recall major points in the text and make and
modify predictions about forthcoming information.
Diphthong
/oi/
Multisyllabic Words
Model
Fluency
Context
Clues/
Sentence
Clues
Context
Clues/
Sentence
Clues
Repeated
Repeated
Reading:
Reading:
Phrasing
Phrasing
and Pacing and Pacing
Context
Review
Clues/
Words,
Sentence
Related
Clues
Words
Context
Review
Clues/
Words,
Sentence
Related
Clues
Words
Context
Review
Clues/
Words,
Sentence
Related
Clues
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Nonfiction
Article:
Interview
Draw
Conclusions
Answering
Questions
Return to
Preview and
Predictions,
Predict
Purposes
60
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
2
R2.5*
Distinguish between main idea and supporting
details in expository text.
3
R2.6*
Extract appropriate and significant information
from the text, including problems and solutions.
1
R3.1
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
2
1
1
2
2
3
STANDARD
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
Identify and use past, present, and future verb tenses
WOC1.3
properly in writing and speaking.
Identify and use subjects and verbs correctly in
WOC1.4*
speaking and writing simple sentences.
Day 1
Day 2
Day 3
Analyze
Text;
Sequence
Main Idea
and Details
Analyze
Text;
Sequence
Narrative
Nonfiction
Problem/
Solution
Poem
Write narratives that include well-chosen details to
develop the plot.
Write descriptions that use concrete sensory details
WA2.2* to present and support unified impressions of
people, places, things, or experiences.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
LS1.9*
patterns to emphasize important passages of the
text being read.
WA2.1*
Day 5
Nonfiction
SelfSelected
Reading
FutureFutureMechanics
FutureFutureTense Verbs Tense Verbs and Usage Tense Verbs Tense Verbs
FutureFutureTense Verbs Tense Verbs
FutureFutureTense Verbs Tense Verbs
Pretest:
Spell correctly one-syllable words that have blends,
Words with
WOC1.8* contractions, compounds, orthographic patterns
Word Sorts
Diphthong
and common homophones.
/oi/
WS1.1* Create a single paragraph.
Day 4
Mechanics
FutureFutureand Usage Tense Verbs Tense Verbs
Mechanics
FutureFutureand Usage Tense Verbs Tense Verbs
Word
Meanings
Proofread
Reading/
Writing
Connection
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Sensory
Details
Spelling
Posttest
Conference,
Revision
Model
Fluency
61
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 3 - Week 5 – My Art
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
2
R1.5
2
R1.7
2
R2.2
2
R2.3
2
R2.4*
3
R2.6*
Variant
Vowels /ü/
and /u/
Multisyllabic Words
Repeated
Repeated
Repeated
Model
Reading:
Reading:
Reading:
Fluency
Fluency Intonation, Intonation, Intonation,
Practice
Expression Expression Expression
Review
Assess
Review
Use knowledge of antonyms, synonyms,
Words,
Words,
Dictionary: Dictionary:
Words,
homophones, and homographs to determine the
Homophones Homophones Related
Connect to
Morphology
meanings of words.
Words
Writing
Demonstrate knowledge of levels of specificity among
Review
Assess
Review
grade-appropriate words and explain the importance of
Words,
Words,
Dictionary:
Words,
Homophones Related
these relations (e.g., dog/mammal/animal/living
Connect to
Morphology
things).
Words
Writing
Review
Assess
Review
Use a dictionary to learn the meaning and other
Words,
Words,
Dictionary: Dictionary:
Words,
Homophones Homophones Related
features of unknown words.
Connect to
Morphology
Words
Writing
Ask questions and support answers by connecting prior
Make
Make
knowledge with literal information found in, and
Inferences Inferences
inferred from, the text.
Demonstrate comprehension by identifying answers in
Sequence
the text.
Return to
Preview and
Recall major points in the text and make and
Predictions,
Predict
modify predictions about forthcoming information.
Purposes
Problem/
Extract appropriate and significant information
Solution
from the text, including problems and solutions.
62
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
2
R2.7
1
R3.1
2
R3.2*
2
1
STANDARD
Follow simple multiple-step written instructions (e.g.,
how to assemble a product or play a board game).
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Day 3
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
Use commas in dates, locations, and addresses and for
items in a series.
WOC1.6
2
WOC1.8* contractions, compounds, orthographic patterns
Spell correctly one-syllable words that have blends,
and common homophones.
WS1.1* Create a single paragraph.
Day 4
Day 5
Directions
Poem
Realistic
Fiction
Nonfiction
SelfSelected
Reading
Character
R.3.3*
Illustrations
Sentence
Sentence
Sentence
Sentence
Combining
Combining Combining
Combining Combining
Sentences
with Verbs with Verbs
with Verbs with Verbs
Commas
Sentence
Sentence
Sentence
Sentence
in Dates,
Combining Combining
Combining Combining
Locations,
with Verbs with Verbs
with Verbs with Verbs
Series
Pretest:
Words with
Word
Spelling
Variant
Word Sorts
Proofread
Meanings
Posttest
Vowels /ü/
and /u/
Reading/
Sensory
Sensory
Sensory
Conference,
Writing
Details
Details
Details
Revision
Connection
Sensory
Sensory
Sensory
Conference,
Details
Details
Details
Revision
Write narratives that include well-chosen details to
develop the plot.
Write descriptions that use concrete sensory details
Sensory
WA2.2* to present and support unified impressions of
Details
people, places, things, or experiences.
Plan and present dramatic interpretations of
Expression,
LS2.2 experiences, stories, poems, or plays with clear diction,
Intonation
pitch, tempo, and tone.
WA2.1*
Day 2
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
1
3
Day 1
Sensory
Details
Sensory
Details
63
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Phrasing
Review
Words,
Related
Words
Review
Words,
Related
Words
Repeated
Reading:
Phrasing
Fluency
Practice
Unit 4 – OUR TEAMS
Week 1 – Working As One
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.2
Ask questions and support answers by connecting prior
Draw
Draw
knowledge with literal information found in, and
Conclusions Conclusions
inferred from, the text.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
2
R2.5*
Distinguish between main idea and supporting
details in expository text.
2
R2.7
Follow simple multiple-step written instructions (e.g.,
how to assemble a product or play a board game).
1
R3.1
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
NA
2
Diphthong
ou, ow
Multisyllabic Words
Repeated
Reading:
Phrasing
Dictionary: Dictionary:
MultipleMultipleMeaning
Meaning
Words
Words
Dictionary:
MultipleSuffixes
Meaning
Words
Model
Fluency
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Return to
Preview and
Predictions,
Predict
Purposes
Main Idea
and Details
Nonfiction
Article:
Rules
Nonfiction
64
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Myth
Fable
2
R.3.3*
1
R3.4
1
R3.6
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Determine the underlying theme or author’s message in
fictional and non-fiction text.
1
2
WOC1.8* contractions, compounds, orthographic patterns
Spell correctly one-syllable words that have blends,
and common homophones.
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
WA2.1* Write narratives.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Day 4
Day 5
SelfSelected
Reading
Character,
Setting,
Plot
Dialogue
Theme
Identify
Speaker/
Narrator
Identify the speaker or narrator in a selection.
Identify and use past, present, and future verb tenses
WOC1.3
properly in writing and speaking.
LS1.9*
Day 3
SubjectVerb
Agreement
Verbs Be,
Do, Have
Verbs Be,
Do, Have
Pretest:
Word
Diphthong Word Sorts
Meanings
ou, ow
Proofread
Spelling
Posttest
Verbs Be,
Do, Have
Verbs Be,
Do, Have
Handwriting
Dialogue
Dialogue
Dialogue
Improve
Writing
Reading/
Conference,
Writing
Revision
Connection
Model
Fluency
65
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 4 - Week 2 – Unique Talents
2
R1.2
Decode regular multisyllabic words.
Plural
Words
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
Model
Fluency
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
Prefixes
4
R1.8*
2
R2.2
2
R2.3
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
Folk Tale
folktales, legends, and fables from around the world.
2
R.3.3*
1
R3.4
1
R3.5
Fluency
Practice
Assess
Thesaurus: Thesaurus:
Review
Words,
Related
Related Homographs Words,
Connect to
Words
Words
Morphology
Writing
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
Demonstrate comprehension by identifying answers in
the text.
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Determine the underlying theme or author’s message in
fictional and non-fiction text.
Recognize the similarities of sounds in words and
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Repeated
Repeated
Repeated
Reading:
Reading:
Reading:
Expression Expression Expression
Prefixes
Draw
Conclusions
Draw
Conclusions
Return to
Preview and
Predictions,
Predict
Purposes
Folk Tale
SelfSelected
Reading
Folk Tale
Theme
and
Character
Theme
Theme
Consonance
and
Metaphor
66
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STANDARD
STD
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
Identify and use past, present, and future verb tenses
1 WOC1.3
properly in writing and speaking.
Spell correctly one-syllable words that have blends,
2 WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
1
WA2.1* Write narratives.
LS1.4
LS1.11*
LS2.1
Identify the musical elements of literary language (e.g.,
rhymes, repeated sounds, instances of onomatopoeia).
Distinguish between the speaker's opinions and
verifiable facts.
Make brief narrative presentations.
Day 1
Day 2
Day 3
Day 4
Day 5
Linking
Verbs
Linking
Verbs
Mechanics
and Usage
Linking
Verbs
Linking
Verbs
Linking
Verbs
Linking
Verbs
Mechanics
and Usage
Linking
Verbs
Linking
Verbs
Pretest:
Plurals
Word Sorts
Word
Meanings
Proofread
Spelling
Posttest
Handwriting
Dialogue
Dialogue
Dialogue
Improve
Writing
Reading/
Conference,
Writing
Revision
Connection
Sensory
Words
Personal
Response
Paragraphs
Make
Presentations
67
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Pronunciation and
Phrasing
Fluency
Practice
Unit 4 - Week 3 – Community Teamwork
2
R1.1
2
R1.2
NA
R1.3
4
R1.4*
2
R1.5
4
R1.8*
2
R2.4*
2
R2.5*
Variant
Vowels a,
Know and use complex word families when reading
au, aw, alt,
(e.g., -ight) to decode unfamiliar words.
alk, all,
ough
Variant
Read
Vowels a,
Decode regular multisyllabic words.
Multisylla- au, aw, alt,
bic Words
alk, all,
ough
Repeated
Repeated
Read aloud narrative and expository text fluently and
Reading:
Reading:
Model
accurately and with appropriate pacing, intonation, and
Pronuncia- PronunciaFluency
expression.
tion and
tion and
Phrasing
Phrasing
Review
Word Parts:
Use knowledge of antonyms, synonyms,
Words,
Suffixes
homophones, and homographs to determine the
Related
-ful, -ly
meanings of words.
Words
Demonstrate knowledge of levels of specificity among
Review
Word Parts:
grade-appropriate words and explain the importance of
Words,
Suffixes
Related
these relations (e.g., dog/mammal/animal/living
-ful, -ly
Words
things).
Review
Word Parts: Word Parts:
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Words,
Suffixes
Suffixes
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
Related
-ful, -ly
-ful, -ly
determine the meaning of words.
Words
Return to
Preview and
Recall major points in the text and make and
Predictions,
Predict
modify predictions about forthcoming information.
Purposes
Distinguish between main idea and supporting
Summarize Summarize
details in expository text.
Assess
Review
Words,
Words,
Connect to
Morphology Writing
Assess
Review
Words,
Words,
Connect to
Morphology Writing
Assess
Review
Words,
Words,
Connect to
Morphology Writing
Summarize
68
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
3
R2.6*
1
R3.1
2
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
1
R3.4
Determine the underlying theme or author’s message in
fictional and non-fiction text.
2
WOC1.8*
1
WOC1.9
NA
WS1.2
3
WS1.3*
WA2.1*
LS1.4
LS1.9*
STANDARD
Extract appropriate and significant information
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Day 1
Day 2
Problem/
Solution
Problem/
Solution
Day 3
Day 4
Day 5
Problem/
Solution
Nonfiction
SelfSelected
Reading
Theme
Theme
Pretest:
Variant
Vowels a,
Spelling
Word Sorts;
Proofread;
Spell correctly one-syllable words that have blends,
au, aw, alt,
Mechanics
Posttest;
Contractions
Contractions
contractions, compounds, orthographic patterns
alk, all,
and Usage
Contractions
with Not
with Not;
and common homophones.
ough;
with Not
Contractions
with Not
Arrange words in alphabetical order.
Alphabetize
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
Publish
and words in a sentence.
Computer
Understand the structure and organization of
Search
various reference materials (e.g., dictionary,
Engines
thesaurus, atlas, encyclopedia).
Revise, Use Revise,
Publish,
Prewrite
Draft
Write narratives.
Rubrics
Proofread Conference
Identify the musical elements of literary language (e.g., Listening for
rhymes, repeated sounds, instances of onomatopoeia).
a Purpose
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
Fluency
patterns to emphasize important passages of the
text being read.
69
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Intonation
Repeated
Reading:
Intonation
Fluency
Practice
Unit 4 - Week 4 – Family Teams
2
R1.2
NA
R1.3
4
R1.4*
2
R1.5
4
R1.8*
2
R2.2
2
R2.4*
3
R2.6*
1
R3.1
2
R3.2*
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living
things).
Multisyllabic Words
Model
Fluency
Repeated
Reading:
Intonation
Homophones
Word Parts:
Prefixes
re-, un-,
mis-, preWord Parts: Word Parts:
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Prefixes
Prefixes
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
re-, un-,
re-, un-,
determine the meaning of words.
mis-, pre- mis-, preAsk questions and support answers by connecting prior
Make
Make
knowledge with literal information found in, and
Inferences Inferences
inferred from, the text.
and Analyze and Analyze
Recall major points in the text and make and
modify predictions about forthcoming information.
Extract appropriate and significant information
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Review
Words,
Related
Words
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Return to
Preview and
Predictions,
Predict
Purposes
Problem/
Problem/
Solution
Solution
Poem
Humor
SelfSelected
Reading
70
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
2
Determine what characters are like by what they
say or do and by how the author or illustrator
portrays them.
Determine the underlying theme or author’s message in
R3.4
fictional and non-fiction text.
Recognize the similarities of sounds in words and
R3.5
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection
R3.6
Identify the speaker or narrator in a selection.
Identify and use subjects and verbs correctly in
WOC1.4* speaking and writing simple sentences.
2
WOC1.8* contractions, compounds, orthographic patterns
2
1
1
1
R.3.3*
Spell correctly one-syllable words that have blends,
and common homophones.
3
NA
3
Day 1
WS1.1* Create a single paragraph.
Day 2
Day 3
Character
Author and
Me
Alliteration
Main and
Helping
Verbs
Main and
Helping
Verbs
Mechanics
and Usage
Spelling
Pretest
Word Sorts
Word
Meanings
Formatting Formatting Formatting
Dialogue
Dialogue
Dialogue
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
LS1.4
LS1.10
Day 5
Theme
WS1.2
LS1.1*
Day 4
Retell, paraphrase, and explain what has been said
by a speaker.
Identify the musical elements of literary language (e.g., Listening for
rhymes, repeated sounds, instances of onomatopoeia).
a Purpose
Compare ideas and points of view expressed in
broadcast and print media.
Speaker
Main and
Helping
Verbs
Proofread
Main and
Helping
Verbs
Spelling
Posttest
Reading/
Writing
Connection
Publish
Conference/
Revision
Personal
Response
Letters
Evaluate
Media
71
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 4 - Week 5 – Teams at Work
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
2
R1.5
2
R2.3
2
R2.4*
2
R2.5*
3
R2.6*
1
R3.1
2
R3.2*
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living
things).
Demonstrate comprehension by identifying answers in
the text.
Recall major points in the text and make and
modify predictions about forthcoming information.
Distinguish between main idea and supporting
details in expository text.
Extract appropriate and significant information
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Read
Multisyllabic Words
Repeated
Repeated
Repeated
Reading:
Reading:
Reading:
Model
Fluency
Pronuncia- Pronuncia- PronunciaFluency
Practice
tion,
tion,
tion,
Phrasing
Phrasing
Phrasing
Review
Assess
Thesaurus: Thesaurus:
Review
Words,
Words,
Related
Related
Words,
Related
Connect to
Words
Words
Morphology
Words
Writing
Review
Assess
Thesaurus:
Review
Words,
Words,
Related
Words,
Related
Connect to
Words
Morphology
Words
Writing
Answering
Questions
Return to
Preview and
Predictions,
Predict
Purposes
Main Idea
and Details
Problem/
Solution
Expository
Narrative
Biography
Nonfiction
Poem
Myth
72
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
1
1
2
3
NA
3
STD
STANDARD
Day 1
Day 2
Day 3
Recognize the similarities of sounds in words and
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Identify subjects and verbs that are in agreement and
Irregular
Irregular Mechanics
WOC1.2 identify and use pronouns, adjectives, compound
Verbs
Verbs
and Usage
words, and articles correctly in writing and speaking.
Pretest:
Spell correctly one-syllable words that have blends,
Word
WOC1.8* contractions, compounds, orthographic patterns
Words with Word Sorts
Meanings
Soft c and g
and common homophones.
R3.5
WS1.1* Create a single paragraph.
Formatting Formatting Formatting
Dialogue
Dialogue
Dialogue
Day 4
Imagery
Irregular
Verbs
Irregular
Verbs
Proofread
Spelling
Posttest
Reading/
Writing
Connection
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
WS1.2
LS1.3
LS1.4
LS1.9*
Respond to questions with appropriate elaboration.
Identify the musical elements of literary language (e.g.,
rhymes, repeated sounds, instances of onomatopoeia).
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Day 5
Publish
Conference/
Revision
Focus
Question
Share
Personal
Response
Paragraphs
Imagery
Model
Fluency
73
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
It is not imperative that Unit 5 be completed before the administration of the CST Mirror Test.
However, Unit 5 MUST be completed before the administration of the actual CST.
Unit 5 – THOSE AMAZING ANIMALS
Week 1 – Antarctic Life
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
NA
4
2
1
1
1
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
R3.1
drama, fiction, non-fiction).
Recognize the similarities of sounds in words and
R3.5
rhythmical patterns (e.g., alliteration, onomatopoeia) in
a selection.
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
R2.5*
Read
Compound
MultisyllaWords
bic Words
Repeated
Model
Reading:
Fluency
Pacing
Dictionary: Dictionary:
Homographs Homographs
Repeated
Reading:
Pacing
Review
Words,
Related
Words
Repeated
Reading:
Pacing
Fluency
Practice
Assess
Review
Words,
Words,
Connect to
Morphology Writing
Suffixes
Return to
Preview and
Predictions;
Predict
Sequence
Main Ideas Main Ideas
and Details and Details
Nonfiction
Nonfiction
Article
Rhythmic
Patterns and
Imagery
Pronouns
Pronouns
Plural
Nouns
Pronouns
Pronouns
74
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
2
Capitalize geographical names, holidays, historical
WOC1.7*
periods, and special events correctly.
2
WOC1.8* contractions, compounds, orthographic patterns
Spell correctly one-syllable words that have blends,
and common homophones.
3
NA
3
WS1.1* Create a single paragraph.
Day 1
Day 2
Day 3
Day 4
Day 5
Proofread
Spelling
Posttest
Capitalize
I and
Proper
Nouns
Spelling
Pretest
Word Sorts
Word
Meanings
Sequence in Sequence in Sequence in Reading/ Conference/
Writing
a Moment a Moment a Moment Connection Revision
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
WS1.2
Write narratives that provide a context within
WA2.1*
which an action takes place.
LS1.9*
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Publish
Conference/
Revision
Reading/
Sequence in Sequence in Sequence in
Conference/
Writing
a Moment a Moment a Moment Connection Revision
Model
Fluency
75
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 5 - Week 2 – Animal Homes
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
NA
4
R1.8*
2
R2.2
Read
Multisyllabic Words
Repeated
Repeated
Repeated
Model
Reading:
Reading:
Reading:
Partner
Fluency
Pacing and Pacing and Pacing and Reading
Phrasing
Phrasing
Phrasing
Review
Assess
Review
Context
Context
Words,
Words,
Words,
Clues:
Clues:
Related
Connect to
Homophones Homophones
Morphology
Words
Writing
Review
Assess
Review
Context
Context
Words,
Words,
Clues:
Clues:
Words,
Related
Connect to
Homophones Homophones
Morphology
Words
Writing
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
2
R2.5*
Distinguish between main idea and supporting
details in expository text.
2
R2.7
Follow simple multiple-step written instructions (e.g.,
how to assemble a product or play a board game).
Inflectional
Endings
Make
Inferences
Return to
Preview and
Predictions;
Predict
Sequence
Description
Nonfiction
Article:
Directions
76
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
1
STD
R3.1
STANDARD
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
1
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
1
WOC1.3
2
WOC1.4*
2
3
Identify and use past, present, and future verb tenses
properly in writing and speaking.
Identify and use subjects and verbs correctly in
speaking and writing simple sentences.
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
WS1.1* Create a single paragraph.
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
LS1.9*
patterns to emphasize important passages of the
text being read.
Distinguish between the speaker's opinions and
LS1.11*
verifiable facts.
Day 1
Day 2
Informational
Nonfiction
Article
Subject and Subject and
Object
Object
Pronouns
Pronouns
Inflectional
Endings
y to i
Day 3
Object
Pronouns
Day 4
Day 5
Subject and Subject and
Object
Object
Pronouns Pronouns
Pronoun
Usage
Spelling
Pretest
Word Sorts
Identifying
Strong First Different
Sentences
Kinds of
Leads
Word
Meanings
Proofread
Writing
Leads
Reading/
Writing
Connection
Spelling
Posttest
Publish
Conference/
Revision
Model
Fluency
Facts and
Opinions
77
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Phrasing
Repeated
Reading:
Phrasing
Fluency
Practice
Unit 5 - Week 3 – Animals on the Move
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
Closed
Syllables;
Multisyllabic Words
Model
Fluency
Repeated
Reading:
Phrasing;
Closed
Syllables
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
Context
Clues:
Synonyms
Context
Clues:
Synonyms
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
Context
Clues:
Synonyms
Context
Clues:
Synonyms
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.1*
2
R2.3
NA
Context
Clues:
Synonyms
Use titles, tables of contents, chapter headings,
glossaries, and indexes to locate information in text.
Demonstrate comprehension by identifying answers in
the text.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
1
R3.1
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Review
Words,
Related
Words
Review
Words,
Related
Words
Review
Words,
Related
Words
Description
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Skim and
Scan
Author and
Me
Return to
Preview and
Predictions;
Predict
Sequence
Rhyming
Poem
Nonfiction
78
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STANDARD
STD
1
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
1
WOC1.3
2
WOC1.8* contractions, compounds, orthographic patterns
1
and common homophones.
WOC1.9 Arrange words in alphabetical order.
3
WS1.1* Create a single paragraph.
Identify and use past, present, and future verb tenses
properly in writing and speaking.
Spell correctly one-syllable words that have blends,
NA
3
Day 1
Day 2
Day 3
Day 4
Day 5
PronounPronounPronounPronounMechanics
Verb
Verb
Verb
Verb
and Usage
Agreement Agreement
Agreement Agreement
PronounPronounPronounPronounVerb
Verb
Verb
Verb
Agreement Agreement
Agreement Agreement
Spelling
Pretest
Prewrite
Word Sorts
Draft
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
WS1.2
Word
Meanings
Proofread
Spelling
Posttest
Alphabetize
Revise, Use Revise,
Rubrics
Proofread
Publish
Publish,
Conference
Writing to a Personal
Prompt
Narrative
Identify the musical elements of literary language (e.g., Rhyming
rhymes, repeated sounds, instances of onomatopoeia).
Words
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
Fluency
patterns to emphasize important passages of the
text being read.
WA2.1* Write narratives.
LS1.4
LS1.9*
LS2.1
Make brief narrative presentations.
Narrative
Presentations
79
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 5 - Week 4 – Animal Talents
2
Multisyllabic Words
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.2
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
2
R2.3
Monitor
Monitor
Demonstrate comprehension by identifying answers in
Comprehen- Comprehenthe text.
sion
sion
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
1
R3.1
2
R3.2*
2
R.3.3*
Repeated
Repeated
Repeated
Reading:
Reading:
Reading:
Fluency
Pacing and Pacing and Pacing and Practice
Phrasing
Phrasing
Phrasing
Connect to
Words;
Related
Words
Decode
Assess
Review
Word Parts: Words with
Words,
Prefixes
Words,
Prefixes Inflectional
Connect to
Morphology
Endings
Writing
Model
Fluency
Make
Judgments
Return to
Preview and
Predictions;
Predict
Sequence
Distinguish common forms of literature (e.g., poetry,
Nonfiction
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the
world.
Preview and
Determine what characters are like by what they
Predict;
say or do and by how the author or illustrator
Character
portrays them.
Fable
Personification and
Moral
80
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Determine the underlying theme or author’s message in
fictional and non-fiction text.
1
R3.6
Identify the speaker or narrator in a selection.
Identify subjects and verbs that are in agreement and
Possessive
1 WOC1.2 identify and use pronouns, adjectives, compound
Pronouns
words, and articles correctly in writing and speaking.
Pretest:
Spell correctly one-syllable words that have blends,
Words with
2 WOC1.8* contractions, compounds, orthographic patterns
Inflectional
and common homophones.
Endings
Distinguishing
3 WS1.1* Create a single paragraph.
Moments
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
DistinguiWrite narratives that include well-chosen details to
shing
WA2.1*
develop the plot.
Moments
1
Day 2
R3.4
Write descriptions that use concrete sensory details
WA2.2* to present and support unified impressions of
people, places, things, or experiences.
LS1.9*
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
LS2.3*
Make descriptive presentations that use concrete
sensory details to set forth and support unified
impressions of people, places, things, or experiences.
Day 3
Day 4
Theme
Moral
Day 5
Narrator
Possessive
Pronouns
Mechanics Possessive Possessive
and Usage Pronouns Pronouns
Word Sorts
Word
Meanings
Distinguishing
Moments
Distingui- Reading/
shing
Writing
Moments Connection
Proofread
Spelling
Posttest
Publish
Conference,
Revision
Distinguishing
Moments
Distingui- Reading/
shing
Writing
Moments Connection
Write
Personal
Response
Paragraphs
Model
Fluency
Share
Personal
Response
Paragraphs
81
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 5 - Week 5 – Survival and Adaptation
2
R1.1
Know and use complex word families when reading
(e.g., -ight) to decode unfamiliar words.
2
R1.2
Decode regular multisyllabic words.
NA
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
2
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
2
R2.1*
2
R2.3
2
R2.4*
2
R2.5*
1
R3.1
2
R3.2*
Connect to
Words
Read
Multisyllabic Words
Repeated
Repeated
Fluency
Reading:
Reading:
Practice
Intonation Intonation
Connect to
Words;
Related
Words
Context
Clues
Review
Assess
Dictionary: Dictionary:
Review
Words,
Words,
Unfamiliar Unfamiliar
Words,
Related
Connect to
Words
Words
Morphology
Words
Writing
Model
Fluency
Repeated
Reading:
Intonation
Use titles, tables of contents, chapter headings,
Headings
glossaries, and indexes to locate information in text.
Demonstrate comprehension by identifying answers in
the text.
Preview and
Recall major points in the text and make and
Predict
modify predictions about forthcoming information.
Distinguish between main idea and supporting
Summarize Summarize
details in expository text.
Distinguish common forms of literature (e.g., poetry,
Narrative
drama, fiction, non-fiction).
Nonfiction
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world.
Author and
Me
Return to
Predictions
Description
Myth
82
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
PronounPronounVerb
Verb
Contractions Contractions
Pretest:
Spell correctly one-syllable words that have blends,
Words with
Word Sorts
2 WOC1.8* contractions, compounds, orthographic patterns
Open
and common homophones.
Syllables
Distingui- Distinguishing
shing
3 WS1.1* Create a single paragraph.
Moments
Moments
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
1
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
WA2.3*
LS1.9*
LS2.2
Day 3
Mechanics
and Usage
Word
Meanings
Day 5
PronounPronounVerb
Verb
Contractions Contractions
Proofread
Spelling
Posttest
Distingui- Reading/
shing
Writing
Moments Connection
Publish
Conference,
Revision
Letters,
Thank-You
Notes,
Invitations
Write personal and formal letters, thank-you notes,
and invitations.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Plan and present dramatic interpretations of
experiences, stories, poems, or plays with clear diction,
pitch, tempo, and tone.
Day 4
Model
Fluency
Dramatic
Interpretations
CST MIRROR TEST CLOSING DATES
Traditional: March 7, 2014
Modified: February 28, 2014
CST MIRROR TEST DATA ANALYSIS AND INTERVENTIONS
CST ADMINISTRATION
83
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
INSTRUCTIONAL SEGMENT 3
Day 3
Day 4
Day 5
VOCABULARY LIST 3
Unit 6 – STORYTELLERS
Week 1 – Folk Tales
2
NA
4
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.8*
2
R2.2
2
R2.3
2
R2.4*
2
R2.5*
1
R3.1
2
R3.2*
Read
Multisyllabic Words
Model
Fluency
Repeated
Reading:
Phrasing
Context
Clues:
Synonyms
Review
Words:
Synonyms
Decode
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Words with
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
Prefixes
determine the meaning of words.
Ask questions and support answers by connecting prior
Make
Make
knowledge with literal information found in, and
Inferences Inferences
inferred from, the text.
Demonstrate comprehension by identifying answers in
the text.
Preview and
Recall major points in the text and make and
Predict
modify predictions about forthcoming information.
Distinguish between main idea and supporting
details in expository text.
Distinguish common forms of literature (e.g., poetry,
Realistic
drama, fiction, non-fiction).
Fiction
Comprehend basic plots of classic fairy tales, myths,
Folk Tale
folktales, legends, and fables from around the world.
Repeated
Repeated
Fluency
Reading:
Reading:
Practice
Phrasing
Phrasing
Review
Assess
Review
Words,
Words,
Words,
Related
Connect to
Morphology
Words
Writing
Answering
Questions
Return to
Predictions
Main Idea
and Details
84
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
1
1
2
2
3
NA
3
STD
STANDARD
Determine the underlying theme or author’s message in
fictional and non-fiction text.
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
Capitalize geographical names, holidays, historical
WOC1.7*
periods, and special events correctly.
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
Day 1
R3.4
WS1.1* Create a single paragraph.
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
LS1.9*
patterns to emphasize important passages of the
text being read.
Day 2
Day 3
Day 4
Day 5
Theme
Adjectives Adjectives Mechanics Adjectives Adjectives
and Articles and Articles and Usage and Articles and Articles
Adjectives Adjectives Mechanics Adjectives Adjectives
and Articles and Articles and Usage and Articles and Articles
Pretest:
Word
Spelling
Words with Word Sorts
Proofread
Meanings
Posttest
Prefixes
Character
Character
Character
Reading/
Development: Development: Development: Writing
Believable
Believable
Believable Connection
WS1.2
Publish
Conference/
Revision
Model
Fluency
85
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 6 - Week 2 – Plays
2
R1.2
Decode regular multisyllabic words.
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
4
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
4
R1.6*
Use sentence and word context to find the meaning
of unknown words.
NA
4
R1.8*
2
R2.2
2
R2.4*
2
R2.5*
3
R2.6*
1
R3.1
1
R3.4
Read
Multisyllabic Words
Repeated
Repeated
Repeated
Model
Reading:
Reading:
Reading:
Fluency
Fluency Expression, Expression, Expression, Practice
Intonation Intonation Intonation
Review
Assess
Context
Context
Review
Words,
Words,
Clues:
Clues:
Words,
Related
Connect to
Antonyms Antonyms
Morphology
Words
Writing
Review
Assess
Context
Context
Review
Words,
Words,
Clues:
Clues:
Words,
Related
Connect to
Antonyms Antonyms
Morphology
Words
Writing
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Suffixes
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and
inferred from, the text.
Preview and
Recall major points in the text and make and
Predict
modify predictions about forthcoming information.
Distinguish between main idea and supporting
details in expository text.
Problem/
Extract appropriate and significant information
Solution
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
Nonfiction
Play
drama, fiction, non-fiction).
Determine the underlying theme or author’s message in
fictional and non-fiction text.
Make
Draw
Inferences Conclusions
Return to
Predictions
Main Idea
and Details
Personal
Response
86
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STANDARD
STD
1
Identify subjects and verbs that are in agreement and
WOC1.2 identify and use pronouns, adjectives, compound
words, and articles correctly in writing and speaking.
2
Spell correctly one-syllable words that have blends,
WOC1.8* contractions, compounds, orthographic patterns
and common homophones.
3
WS1.1* Create a single paragraph.
Day 1
Day 2
Day 3
Day 4
Adjectives Adjectives
Adjectives Adjectives
Mechanics
that
that
that
that
and Usage
Compare
Compare
Compare
Compare
Pretest:
Consonant
Word
Spelling
Word Sorts
Proofread
+ el, le
Meanings
Posttest
Syllables
Strong
Paragraphs
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
WA2.1* Write narratives.
LS1.9*
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Day 5
Publish
Conference/
Revision
Character
Character
Character
Reading/
Development: Development: Development: Writing
Believable
Believable
Believable Connection
Model
Fluency
87
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 6 - Week 3 – Trickster Tales
2
R1.2
NA
R1.3
4
R1.8*
2
R2.4*
2
R2.5*
1
R3.1
2
R3.2*
1
WOC1.2
2
WOC1.8*
1
WOC1.9
3
WS1.1*
Decode regular multisyllabic words.
Read
Multisyllabic Words
Repeated
Repeated
Repeated
Read aloud narrative and expository text fluently and
Reading:
Reading:
Reading:
Model
Fluency
accurately and with appropriate pacing, intonation, and
Pronuncia- Pronuncia- PronunciaFluency
Practice
expression.
tion and
tion and
tion and
Phrasing
Phrasing
Phrasing
Review
Assess
Review
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
Prefixes and
Words,
Words,
Words,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
Suffixes
Related
Connect to
Morphology
determine the meaning of words.
Words
Writing
Preview and Return to
Recall major points in the text and make and
Predict
Predictions
modify predictions about forthcoming information.
Summarize
Distinguish between main idea and supporting
Main Ideas
details in expository text.
Writing
Distinguish common forms of literature (e.g., poetry,
Prompt and
drama, fiction, non-fiction).
Mode
Comprehend basic plots of classic fairy tales, myths,
Folk Tale
folktales, legends, and fables from around the world.
Identify subjects and verbs that are in agreement and
Adverbs
identify and use pronouns, adjectives, compound
and
words, and articles correctly in writing and speaking.
Adjectives
Pretest:
Spell correctly one-syllable words that have blends,
Words with
Word
Spelling
Word Sorts
Proofread
contractions, compounds, orthographic patterns
Vowel Team
Meanings
Posttest
and common homophones.
Syllables
Arrange words in alphabetical order.
Alphabetize
Revise, Use Revise,
Prewrite
Draft
Create a single paragraph.
Rubrics
Proofread
88
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
NA
3
STD
STANDARD
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
WS1.4*
progression of ideas by using an established rubric.
Write personal and formal letters, thank-you notes,
WA2.3*
and invitations.
Plan and present dramatic interpretations of
LS2.2 experiences, stories, poems, or plays with clear diction,
pitch, tempo, and tone.
Day 1
Day 2
Day 3
Day 4
WS1.2
Day 5
Publish
Publish
Conference
Persuasive
Letter
Pronunciation and
Phrasing
89
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 6 - Week 4 – Our Stories
2
R1.2
NA
R1.3
2
R1.7
2
R2.2
2
R2.4*
2
R2.5*
3
R2.6*
2
R2.7
1
R3.1
2
R3.2*
2
R.3.3*
Decode
Read
Words with
Decode regular multisyllabic words
Multisyllar-Controlled
bic Words
Vowels
Read aloud narrative and expository text fluently and
Repeated
Repeated
Repeated
Model
Fluency
accurately and with appropriate pacing, intonation, and
Reading:
Reading:
Reading:
Fluency
Practice
expression.
Phrasing
Phrasing
Phrasing
Review
Assess
Review
Use a dictionary to learn the meaning and other
Dictionary: Dictionary:
Words,
Words,
Words,
features of unknown words.
Idioms
Idioms
Related
Connect to
Morphology
Words
Writing
Ask questions and support answers by connecting prior
Make
Make
knowledge with literal information found in, and
Inferences Inferences
inferred from, the text.
and Analyze and Analyze
Make
Return to
Preview and
Recall major points in the text and make and
Inferences
Predictions,
Predict
modify predictions about forthcoming information.
and Analyze
Purposes
Main Idea
Distinguish between main idea and supporting
and Details
details in expository text.
Problem/
Extract appropriate and significant information
Solution
from the text, including problems and solutions.
Follow simple multiple-step written instructions (e.g.,
Follow
how to assemble a product or play a board game).
Instructions
Distinguish common forms of literature (e.g., poetry,
Folk Tale
Fantasy
drama, fiction, non-fiction).
Comprehend basic plots of classic fairy tales, myths,
Nonfiction
folktales, legends, and fables from around the world.
Determine what characters are like by what they
Character
say or do and by how the author or illustrator
portrays them.
90
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Pretest:
Spell correctly one-syllable words that have blends,
Words with
2 WOC1.8* contractions, compounds, orthographic patterns
r-Controlled
and common homophones.
Vowels
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
Character
Development:
WA2.1* Write narratives.
Change and
Growth
Write descriptions that use concrete sensory details
WA2.2* to present and support unified impressions of
people, places, things, or experiences.
Identify the musical elements of literary language (e.g.,
LS1.4
rhymes, repeated sounds, instances of onomatopoeia).
Read prose and poetry aloud with fluency, rhythm,
Model
and pace, using appropriate intonation and vocal
LS1.9*
Fluency
patterns to emphasize important passages of the
text being read.
Day 2
Day 3
Day 4
Day 5
Word Sorts
Word
Meanings
Proofread
Spelling
Posttest
Publish
Conference
Revision
Character Character
DevelopDevelopReading/
ment:
ment:
Writing
Change and Change and Connection
Growth
Growth
Personal
Response
Onomatopoeia
91
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
Day 2
Day 3
Day 4
Day 5
Repeated
Reading:
Phrasing,
Intonation
Connect to
Words;
Related
Words
Repeated
Reading:
Phrasing,
Intonation
Fluency
Practice
Unit 6 - Week 5 – Tales of Long Ago
2
NA
4
2
R1.2
Decode regular multisyllabic words
R1.3
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.
R1.4*
Use knowledge of antonyms, synonyms,
homophones, and homographs to determine the
meanings of words.
R1.5
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
these relations (e.g., dog/mammal/animal/living
things).
R1.7
Use a dictionary to learn the meaning and other
features of unknown words.
4
R1.8*
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-,
mis-, dis-) and suffixes (e.g., -er, -est, -ful) to
determine the meaning of words.
2
R2.4*
Recall major points in the text and make and
modify predictions about forthcoming information.
3
R2.6*
1
R3.1
2
Extract appropriate and significant information
from the text, including problems and solutions.
Distinguish common forms of literature (e.g., poetry,
drama, fiction, non-fiction).
Read
Multisyllabic Words
Model
Fluency
Repeated
Reading:
Phrasing,
Intonation
Connect to
Words;
Morphology
Dictionary: Dictionary:
Unfamiliar Unfamiliar
Words
Words
Suffixes
Review
Words,
Related
Words
Assess
Review
Words,
Words,
Connect to
Morphology
Writing
Prefixes
Return to
Preview and
Predictions,
Predict
Purposes
Problem/
Solution
Fiction
92
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
2
STD
STANDARD
Day 1
R3.2*
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the
world.
Analyze
Story
Structure
Day 2
Fairy Tale;
Analyze
Story
Structure
Character,
Setting,
Plot
Determine what characters are like by what they say Character,
Setting,
or do and by how the author or illustrator portrays
Plot
them.
Determine the underlying theme or author’s message in
1
R3.4
fictional and non-fiction text.
1
R3.6
Identify the speaker or narrator in a selection.
Narrator
Understand and be able to use complete and correct
Sentence
Sentence
1 WOC1.1 declarative, interrogative, imperative, and
Combining Combining
exclamatory sentences in writing and speaking.
Use commas in dates, locations, and addresses and for
1 WOC1.6
items in a series.
Pretest:
Spell correctly one-syllable words that have blends,
Words with Word Sorts
2 WOC1.8* contractions, compounds, orthographic patterns
Suffixes
and common homophones.
Strong
3 WS1.1* Create a single paragraph.
Paragraphs
Write legibly in cursive or joined italic, allowing
NA WS1.2 margins and correct spacing between letters in a word
and words in a sentence.
Understand the structure and organization of
3 WS1.3* various reference materials (e.g., dictionary,
thesaurus, atlas, encyclopedia).
Revise drafts to improve the coherence and logical
3 WS1.4*
progression of ideas by using an established rubric.
Character Character
DevelopDevelopWrite descriptions that use concrete sensory details
ment:
ment:
WA2.2* to present and support unified impressions of
Change and Change and
people, places, things, or experiences.
Growth
Growth
2
R.3.3*
Day 3
Day 4
Day 5
Fairy Tale;
Sensory
Language
Theme
Mechanics Sentence
Sentence
and Usage Combining Combining
Comma
Usage
Word
Meanings
Proofread
Spelling
Posttest
Publish
Atlas/
Encyclopedia
Conference
Revision
Character
DevelopReading/
ment:
Writing
Change and Connection
Growth
93
GRADE 3 ENGLISH LANGUAGE ARTS PACING GUIDE 2013 - 2014
# CST
Items
STD
STANDARD
Day 1
LS1.9*
Read prose and poetry aloud with fluency, rhythm,
and pace, using appropriate intonation and vocal
patterns to emphasize important passages of the
text being read.
Model
Fluency
LS2.3*
Make descriptive presentations that use concrete
sensory details to set forth and support unified
impressions of people, places, things, or experiences.
Day 2
Day 3
Day 4
Day 5
Share
Personal
Response
Paragraphs
SITE-BASED END OF YEAR ASSESSMENT CLOSING DATES
Traditional: June 13, 2014
Modified: June 26, 2014
END OF YEAR ASSESSMENT DATA ANALYSIS
94