Pacing Guides Grade 3- Quarter 1Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing about the text. Students complete one writing piece during the Literature Units and one during the Informational Units.

Literary Units Unit 1 Unit 2 Unit 3Language Functions Questioning Retell Sequencing

ReadingRL.3.1Ask/Answer questions to show understanding.

RL.3.2Recount texts, determine central message and explain how its conveyed.

RL.3.3Explain how a character’s actions contribute to the sequence of events.

SkillStrategy

Main Idea-Supporting DetailsMonitor/Clarify

Cause/EffectPredict

SequencingSummarize

Writing –Opinion (one composition in 3 units of study)

W.3.1, 1cConnection opinions and reasons with linking words and phrases.Model how to write an opinion piece supporting reasons with point of view.

W.3.1Introduce topic, state opinion, create an organizations structure with supporting reasons. (3.1c continue to use linking words to connect to reasons)

W.3.1b,dProvide reasons to support an opinion.Provide a concluding statement.

Language L.3.3aChoose words and phrases for effect.

L.3.1iProduce simple, compound and complex sentences in writing.

L.3.2cUse commas and quotation marks (dialogue)L.3.1hUse coordinating and subordinating conjunctions

Speaking/ListeningSL.3.1dExplain ideas during discussion

Informational Units Unit 1 Unit 2 Unit 3Language Functions Questioning Retell Sequencing

ReadingRI.3.1Ask/answer questions to show understanding

RI.3.2Determine main idea, show how details support the main idea.

RI.3.3Use language to describe the relationship between events.

SkillStrategy

Main Idea/Supporting DetailsMonitor/Clarify

Cause/EffectPredict

SequencingSummarizing

Writing – Informational (one composition in 3 units of study)

W.3.2Informational texts examine a topic and convey ideas (model)W.3.2dUse domain-specific vocabulary when writing about a topic.

W.3.2aIntroduce topic, and group related information (use illustrations).W.3.2bDevelop the topic with facts and details.W.3.2cUse linking words and phrases to connect ideas.

W.3.2dProvide a concluding statement (integrate cause and effect or sequencing language).

Language L.3.1dUse regular/irregular verbs

SL.3.2Determine main ideas and supporting details of a text read aloud or information presented.

L.3.3aUse words and phrases for effect in writing.L.3.4aUse a sentence’s context to determine meaning.

Speaking/Listening

SL.3.1cAsk questions, stay on topic, link comments to others remarks.

SL.3.6Speak in complete sentences.

Pacing Guides Grade 3 - Quarter 2Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing about the text. Students complete one writing piece during the Literature Units and one during the Informational Units.

Literary Units Unit 1 Unit 2 Unit 3Language Functions Sequence/Describing Compare/Contrast Describing Opinion Compare/Contrast

ReadingRL.3.5Use chapter, scene and stanza when referring to parts of a story, drama/poem.

RL.3.7How do illustrations convey words in a story?

RL.3.6Distinguishing points of view (narrator, self, characters).

SkillStrategy

Text OrganizationMonitor/Clarify

Compare and Contrast or Cause/EffectInferring/Predicting

Author’s PurposeEvaluating

Writing –Opinion (one composition in 3 units of study)

W.3.3aModel how event sequence unfolds in a narrative.

W.3.3aEstablish situation, introduce characters and organize an event sequence.W.3.3cUse temporal words to signal event order

W.3.3bUse dialogue and description to develop experiences, events and character responses.W.3.3dProvide a sense of closure.

Language (integrate with writing)

L.3.1aParts of Speech functionsL.3.1hCoordinating/Sub conjunctions

L.3.1gForm and use comparative, superlative adjective/adverbs depending on what tis to be modified.

L.3.1fSubject-verb and pronoun-antecedent agreementL.3.2cCommas and questions marks in dialogueL.3.5aDistinguish literal/non meaning

Speaking/ListeningSL3.1aDraw on known to explore ideas in discussion

SL.3.2Determine main idea and supporting details (share orally) diverse media.

SL.3.4Report on a topic, tell a story, recount an experience with facts and descriptions.

Informational Units Unit 1 Unit 2 Unit 3Language Functions Classification Describe/ Explain Compare/Contrast Opinions

Reading RI.3.5Use text features to locate information

RI.3.7Use illustrations /words to show understanding

RI.3.6Point of view of author and self

SkillStrategy

Categorize/ClassifyQuestioning

Main Idea, Topic, Supporting DetailsSummarizing

Author’s PurposeEvaluating

Writing – Informational (one composition in 3 units of study - more research based)

W.3.2aModel writing informational structures.

W.3.2bDevelop topic w’ facts, definitions, details.W.3.2cConnect ideas w’ linking words/phrases.

W.3.2dProvide a concluding statement.W.3.5Edit, plan, revise with guidance from peers.

Language (integrate with writing) L.3.4aSentence level context -word meaningL.3.5bConnections between words and real to life use.

L.3.2.gUse reference materials for spelling.

L.3.1i simple, compound, complex sentencesL.3.2c forms and uses possessivesL.3.2d commas, quotes in dialogueL.3.2b knows spoken vs written conventionsSpeaking/Listening SL.3.1c

Asks questions to clarify understanding.SL.3.6Speaks in complete sentences.

Pacing Guides Grade 3- Quarter 3Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing about the text. Students complete one writing piece during the Literature Units and one during the Informational Units.

Literary Units Unit 1 Unit 2 Unit 3Language Functions Defining/Describing Literary Analysis Compare/Contrast

ReadingRL.3.4Determine literal from non-literal words/phrases

RL.3.7How do illustrations convey the text meaning

RL.3.9Compare story elements by same author about similar characters

SkillStrategy

InferringMonitor/Clarify

Story (text) StructureEvaluating

EvaluatingQuestioning

Writing –Opinion (one composition in 3 units of study)

W.3.3 Model techniques, details and event sequences of narrative writing

W3.3aIntroduce Narrator/characters ; organize an event sequenceW.3.3bUse dialogue to develop eventsW.3.3cUse temporal words to signal event order

W.3.3dProvide a sense of closure in narrative writing

Language L.3.4b affixes change word meaningL.3.1d use irregular/regular plural nounsL.3.1c use abstract nouns

L.3.5c use abstract nounsL.3.1d use irregular/regular plural nounsL.3.1a explain the purpose of adjectives

L.3.2a capitalize words in titlesL.3.2e conventional spelling in HFW add suffixes to base words

Speaking/ListeningSL.3.1bFollow agreed upon discussion rules

SL.3.1dExplain own ideas during discussions

SL.3.3Ask questions, elaborate and use details during discussions

Informational Units Unit 1 Unit 2 Unit 3Language Functions Defining/Describing Explaining Compare/Contrast

Evaluate

ReadingRI.3.4Determine academic and domain –specific Words/phrases

RI.3.8Describe how text is connected by specific structures (i.e., comparison, cause/effect)

RI.3.9Compare and Contrast points in 2 texts on the same topic

SkillStrategy

Text Structure (informational)Questioning

Text OrganizationQuestioning

Compare and ContrastMonitor and Clarify

Writing – Informational (one composition in 3 units of study - more research based)

W.3.2 and W.3.2aModel techniques to convey ideas and group related information together

W.3.2b and W.3.2cDevelop a topic with facts using linking words

W.3.2dProvide a concluding statement

LanguageL.3.4c Use root words as clues to meaning

L.3.3.aChoose words for effectL.3.2fUse spelling patterns when writing words

L.3.2bUse commas in addresses

Speaking/ListeningSL.3.2Determine main ideas of information presented in diverse media

SL.3.4Report on a topic or text with appropriate facts and descriptive details.

Pacing Guides Grade 3 - Quarter 4Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing about the text. Students complete one writing piece during the Literature Units and one during the Informational Units.

Literary Units Unit 1 Unit 2 Unit 3Language Functions Sequence – Summarize Support Opinions

Compare/ContrastCompare/Contrast

Hypothesis

ReadingRL.3.3Describe Character traits, motivations, feelings. How do traits contribute to the sequence of events?

RL.3.6What is the narrator’s or characters’ point of view? What is yours? How are they different?

RL.3.9Compare and contrast themes, setting and plots (same author).

SkillStrategy

Noting DetailsMonitor/Clarify

Making JudgmentsEvaluate

Drawing ConclusionsSummarize

Writing –Opinion (one composition in 3 units of study)

W.3.1-aModel (show planning for ) what is an opinion piece? How does it support a point of view with reasons?

W.3.1b-c (rough draft)Student writing opinion piece – focus on providing reasons that support the opinion and linking words/phrases (because, therefore, since, etc…)(

W.3.1dComplete opinion piece – provide a concluding statement or section.

Language L.3.5bIdentify real life connects between words and uses (connect to characterization)

L.3.1eIn writing form and use the simple verb tenses.L.3.1fSubject-Verb-Pronoun agreements.

L.3.2Demonstrate commands of standard English when writing.

Speaking/ListeningSL.3.3Ask and answer questions of a speaker.

SL.3.1Engage collaboratively in discussions.

SL.3.6Speak in complete sentences.

Informational Units Unit 1 Unit 2 Unit 3Language Functions Sequence – Summarize Support Opinions

Compare/ContrastCompare/Contrast

Drawing Conclusions

ReadingRI.3.3Describe relationships between events, concepts or procedures using time, sequence and cause/effect.

RI.3.6Distinguish own point of view from that of the author’s (author’s purpose).

RI.3.9Compare and contrast important points and key details in two texts on the same topic.

SkillStrategy

Predicting OutcomesMonitor/Clarify

Problem SolvingEvaluate

Making GeneralizationsSummarizing

Writing – Informational (one composition in 3 units of study - more research based)

W.3.2-aModel time, sequence or cause effect in events, concepts or procedures in order to write an informaitonal text. Group related ideas together (research)

W.3.2b-c (rough draft)Develop writing topic with facts, definition and details, linking words and phrases to connect ideas.W.3.8Gather information from digital sources, take notes and sort evidence.

W.3.2dComplete informational piece – provide a concluding statement or section. Support with key details and points as well as differences in points of view.

LanguageL.3.1gComparative/Superlative adjectives & adverbs

L.3.2gConsult reference materials to check spelling

L.3.4dUse glossaries, dictionaries print and digital to clarify meaning

Speaking/Listening SL.3.1ACome to discussions prepared

SL.3.1DExplain own ideas in discussions

SL.3.5Create audio of fluent readings…