Third Grade Pacing Guide
Quarter 1 Cedar Fork Elementary
Reading
RL3.1 – Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI 3.1 – Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
FS3.3c – Know and apply grade-level phonics
and word analysis in decoding words. Decode
multi-syllable words.
FS3.4c – Read with sufficient accuracy and
fluency to support comprehension. Use context to
confirm or self-correct word recognition and
understanding, rereading as necessary.
RL3.2 – Recount stories, including fables and
folktales, and myths from diverse cultures:
determine the central message, lesson, or moral
and explain how it is conveyed through key details
in the text.
RL3.3 – Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
RL3.6 – Distinguish their own point of view from
that of the narrator or those of the characters.
FS3.3a - Know and apply grade-level phonics
and word analysis in decoding words. Identify and
know the meaning of the most common prefixes
and derivational suffixes.
FS3.4b - Read with sufficient accuracy and
fluency to support comprehension. Read on-level
text orally with accuracy, appropriate rate, and
expression on successive reading.
Writing
W3.3a - Write narratives to develop real
or imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. Establish a
situation and introduce a narrator and/ or
characters; organize an event sequence
that unfolds naturally.
W3.3c - Use temporal words and phrases
to signal event order.
W3.3b - Use dialogue and descriptions of
actions, thoughts, and feelings to develop
experiences and events or show the
response of characters to situations.
W3.3d - Provide a sense of closure.
W3.5 - With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
and editing.
Speaking and Listening
SL3.1b – Follow agreed-upon rules for
discussions (e.g., gaining the floor in
respectful ways, listening to others with
care, speaking one at a time about the
topics and texts under discussion).
SL3.1a - Engage effectively in a range
of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. Come to discussions
prepared, having read or studied required
material; explicitly draw on that
preparation and other information known
about the topic to explore ideas under
discussion.
SL3.2 - Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally.
Language
L3.1e - Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking. Form and use the simple (e.g., I walked; I
walk; I will walk) verb tense.
L3.1i - Produce simple, compound, & complex sent.
L3.2f - Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing. Use spelling patterns and
generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful
word parts) in writing words.
L3.4a – Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 3 reading and content, choosing flexibly from a
range of strategies. Use sentence-level context as a
clue to the meaning of a word or phrase.
L3.4c - Use a known root word as a clue to the
meaning of an unknown word with the same root
(e.g., company / companion).
L3.1a - Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and their
functions in particular sentences.
L3.1c - Use abstract nouns (e.g., childhood).
L3.2a - Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing. Capitalize appropriate words in
titles.
L3.2c - Use commas & quotation marks in dialogue.
L3.3a – Use knowledge of language and its
conventions when writing, speaking, reading, or
listening. Choose words and phrases for effect.
L3.5c – Demonstrate understanding of word
relationships and nuances in word meanings.
Distinguish shades of meaning among related words
that describe states of mind or degrees of certainty
(e.g., knew, believed, suspected, heard, wondered).
RL – Reading Literature, RI – Reading Informational, FS – Foundational Skills, W – Writing, SL – Speaking and Listening, L – Language, OA – Operations & Algebraic Thinking, NBT – Number & Operations in Base Ten,
E – Earth Science, L – Life Science, P – Physical Science, G – Geometry, H - History
August 2012
Third Grade Pacing Guide
Quarter 1 Cedar Fork Elementary
Math
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and subtraction.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects
in 5 groups of 7 objects each.
For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the
number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each.
For example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating
three whole numbers.
For example, determine the unknown number that makes the equation true in each of the
equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply & divide.
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.(Commutative property of
multiplication.)
3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.)
Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) =(8 × 5) + (8 × 2) = 40
+ 16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem.
For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or
properties of operations. By the end of Gr. 3, know from memory all products of 2 one-digit nos.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations.
For example, observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, & draw ex. of quadrilaterals that do not belong to any of these subcategories.
3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole.
For example, partition a shape into 4 parts with equal area, and describe the area of each part
as 1/4 of the area of the shape.
Science
3.L.2 Understand how plants survive in their
environments.
3.L.2.1 Remember the function of the following
plant structures as it relates to the survival of
plants in their environment:
Social Studies
3.H.1.1
Explain key historical events that occurred
in the local community and regions over
time.
3.H.1.2
Roots -absorb nutrients
Analyze the impact of contributions made
Stems -provide support
by diverse historical figures in local
Leaves - synthesize food
Flowers - attract pollinators and produce seed for communities and regions over time.
reproduction
3.L.2.2 Explain how environmental conditions
determine how well plants survive and grow.
3.L.2.3 Summarize the distinct stages of the life
cycle of seed plants.
3.H.1.3
Exemplify the ideas that were significant in
the development of local communities and
regions.
3.H.2.1
Explain change over time through
3.L.2.4 Explain how the basic properties (texture
historical narratives. (events, people and
and capacity to hold water) and components
places)
(sand, clay and humus) of soil determine the
ability of soil to support growth and survival of
many plants
4.L.1 Understand the effects of
environmental changes, adaptations and
behaviors that enable animals (including
humans) to survive in changing habitats.
3.H.2.2
Explain how multiple perspectives are
portrayed through historical narratives.
4.L.1.3 Explain how humans can adapt their
behavior to live in changing habitats (e.g.,
recycling wastes, establishing rain gardens,
planting trees and shrubs to prevent flooding and
erosion).
RL – Reading Literature, RI – Reading Informational, FS – Foundational Skills, W – Writing, SL – Speaking and Listening, L – Language, OA – Operations & Algebraic Thinking, NBT – Number & Operations in Base Ten,
E – Earth Science, L – Life Science, P – Physical Science, G – Geometry, H - History
August 2012