3rd Grade English/Language Arts Pacing Guide 2012
Please note…
· There are four parts to the pacing guide. The snapshot (year-at-a-glance), the detailed pacing guide, the Scott Foresman reading crosswalk, and list of on-going CCSs that are taught throughout the year (that may not be specifically included in the pacing guide).
· The essential questions that are listed in the pacing guide may not be the higher-order thinking questions needed for each lesson. These are simply the question that students should be able to answer if they have mastered the objective listed in the lessons.
· The ELA section is split into four parts (one for each nine weeks). This is based on the Common Core Standards that put a high emphasis on writing. There are four types of writing that should be taught in the 3rd Grade – Personal narrative, fiction, informative (research), and opinion. The CCSs and the SPIs have been divided into these four categories (i.e., when fiction writing is being taught, fictional based reading CCSs and SPIs are being taught).
· We added the Tennessee Academic Vocabulary for third grade and realized that often we did not feel that our 3rd graders remembered the essential academic vocabulary from kindergarten, 1st, and 2nd. We have added the relevant vocabulary terms from the lower grades to the lists within the pacing guide.
· Spelling – Each school does spelling a little differently. We did not add spelling to the pacing guide but will assume that each school/teacher will add that into their schedule to cover the standards.
Ongoing Common Core Standards
· R.3.10 – By the end of the year, read and comprehend literature, including stories, drama, poetry, at the high end of the grades 2 – 3 text complexity band independently and proficiently.
· RI.3.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
· RI.3.10 – By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 – 3 text complexity band independently and proficiently.
· RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
· RF.3.3.d – Read grade-appropriate irregularly spelled words.
· W.3.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
· SF.3.1 – 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.
· SF.3.1.a – 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.
· SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
· L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
· L.3.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
· L.3.3b – Recognize and observe the differences between the conventions of spoken and written standard English.
· L.3.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
(Reading and ELA/3rd Grade ) Pacing Guide SnapshotYear at a Glance
Week / Dates / Resource/Assessments / Skills
1st 9 Weeks / August 7-October 5
1 / Aug. 9-10 (2 day wk) / Reading Textbook
English Textbook
Supplemental Teaching Materials
Diagnostic Pre-Testing
Beginning-of-Year Writing Prompt
Beginning-of-Year Assessments / R: Review Reading Skills
E: Appropriate and inappropriate interactive behaviors
W: Review of 2nd Grade Skills - Capitalization, punctuation, basic parts of speech, and basic writing process. Review appropriate listening and verbal participation skills.
2 / Aug. 13-17 / R: Review Reading Skills and prior knowledge (connections)
E: Recognize complete sentences, sentence fragments, correcting run-on sentences, identify type of sentences, and writing good sentences.
W: Review and introduce graphic organizers (Pre-writing – Webs, charts, graphs, diagrams, and illustrations), dictionary (glossary).
3 / Aug. 20-24 / R: Questioning, decode multi-syllable words
E: Edit sentences appropriately (using conjunctions to combine),(simple, compound, complex).
W: Introduce writing for a variety of purposes and audiences (Entertain, persuade, inform, demonstrate knowledge, answer questions, tell a story, and respond to literature).
4 / Aug. 27-31 / R: Checking for understanding, determine word meanings as used in a text (literal/non-literal)(ongoing)
E: Identify the correct use of nouns (as subjects, common/proper) within context.
W: Identify the audience for which a text is written. Begin to select and refine topic for writing a personal narrative.
Labor Day Sept 3
5 / Sept. 4-7 (4 day wk) / Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Visualization, point of view – Distinguish own from that of the characters and narrator, root words
E: Know and use appropriately the meaning, forms, and functions of nouns (singular/plural, possessives, plural possessives, abstract (i.e. childhood), and exact nouns).
W: Begin drafting personal narrative (develop characters by dialogue, descriptions of actions, thoughts, and feelings to develop experiences and events, or show the response of characters to situations) and writing with nouns.
4.5 wk ends Sept 6
6 / Sept. 10-14 / Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Illustrations – How do they contribute to the mood, characters, and setting? and context clues
E: Identify the correct use of verbs (identifying verbs and past/present/future verb tense).
W: Writing with verbs. Writing with good beginnings and endings (sequencing with words, plot). Writing using complete sentences that are developing into a logical paragraph.
7 / Sept.17-20 (4 day wk) / Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Fluency, re-reading to comprehend, review author’s purpose
E: Correctly use verbs (irregular verbs, verb agreement with simple/compound subjects).
W: Continue writing with verbs. Writing with a topic sentence, supporting details, and concluding sentences in paragraphs.
8 / Sept. 24-28 / R: Inferences and drawing conclusions, summarizing
E: Correctly use verbs (more verbs, verbs in future, special verbs, and helping verbs). W: Continue writing with verbs. Editing the personal narrative. Construct correct page format (paragraphs, margins, indentations, and titles).
9 / Oct. 1-5 / R: Predicting to help comprehend, fact and opinion
E: Correctly use verbs (irregular verbs, more irregular verbs, and contractions).
W: Complete personal narratives (making sure to have a closure and a title) and publish writing.
2nd 9 Weeks / October 8-December 19
10 / Oct. 8-12 / Noun and Verb Assessment
1st Nine Weeks Writing Prompt
Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Fables, story elements (characters, setting, plot, problem/solution), cause/effect
E: Identify the complete subject/predicate and identify simple subject/predicate.
W: Application of nouns, verbs, contractions, subject/predicate in writing. Writing using a prompt. Begin to select and refine a topic for a fictional story including using pre-writing graphic organizers.
Fall Break Oct.15-19
11 / Oct. 22-26 / Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Folktales, prefixes, sequencing
E: Identify the correct use of adjectives in context (Identify adjectives, more adjectives, using a/an/the, and comparing adjectives).
W: Writing using adjectives (details) and begin fictional narrative (develop characters).
12 / Oct 29-Nov.2 / R: Myths, suffixes, parts of a book (title page and table of contents)
E: Identify the correct use of adverbs (Identify adverbs, other kinds of adverbs).
W: Writing using adverbs. Writing with good beginnings and endings (sequencing with words).
13 / Nov. 5-9 / R: Fairytales, point of view – distinguish own from that of the characters and narrator (fiction), main idea (in text and visual images)
E: Recognize usage errors occurring within context (to/too/two, their/there/they’re, and double negatives).
W: Writing using troublesome words. Editing fictional stories (re-reading, removing unnecessary information, and choosing the most specific word to complete a simple sentence).
4.5 wk ends Nov 12
14 / Nov. 12-16 / Adjectives and Adverbs Assessment
Reading Textbook
English Textbook
Supplemental Teaching Materials / R: Identify forms of text as poems, plays, or stories, identifying text parts (chapter, stanza, and scenes), Illustrations – How do they contribute to the mood, characters, and setting?
E: Cumulative review of adjectives and adverbs; identify, recognize, and correctly use capital letters in names, dates, cities/states, addresses, holidays, titles of books, first words in sentences, and titles (e.g. Mr., Mrs.).
W: Revising fictional stories (add/delete information, removing un-needed information). Begin picking selections to take to final draft and begin final drafts making sure to have a closure.
15 / Nov. 19-20 (2 day wk) / Supplemental Teaching Materials / R: Review of reading skills
E: Cumulative review of parts of speech.
W: Continue working on final drafts.
Thanksgiving Nov 21-23
16 / Nov. 26-30 / Supplemental Teaching Materials / This week was originally set aside for Constructed Response Review when it was one-time per year in December. This week can be used for assessment, review, re-teaching, and reinforcement of skills.
17 / Dec. 3-7 / R: Compare and contrast stories from the same author (author study)
E: Understand and use correctly use abbreviations and titles. Correctly use punctuation for abbreviations and titles.
W: Complete final draft of fictional story (making sure to have a title).
18 / Dec. 10-14 / Reading Textbook
English Textbook
Supplemental Teaching Materials
Various Assessments / R: Compare and contrast stories from the same author (author study)
E: Identify the correct use of commas (dates, addresses, items in a series, greeting/closing of a friendly letter, and introductory words). Correctly use quotation marks and capitalization of first word in a direct quotation.
W: Identify parts of a friendly letter and begin friendly letters.
19 / Dec. 17-18 (2 day wk) / R: Review of reading skills
E: Cumulative review of skills
W: Friendly letter.
Dec. 20-Jan. 4 / Christmas break and Admin day
3rd 9 weeks / January 7-March 6
20 / Jan. 7-11 / Mid-Year Assessments
Reading Textbook
English Textbook
Supplemental Teaching Materials
Various Assessments / R: Questioning when reading informational text, parts of a book (table of contents, index, and glossary)
E: Identify and correctly use pronouns (subject pronouns, pronouns and verbs, antecedent/pronoun agreement, and object pronouns).
W: Writing with pronouns. Begin to identify a topic for research and identify information available in reference materials (dictionary, thesaurus, atlas, and encyclopedia).
21 / Jan 14-18 / R: Main idea and supporting details in informational text, arrange information (instructions) in a step-by-step sequential order.
E: Use pronouns correctly (using I/me, possessive pronouns) and using contractions. W: Group information for research together (using graphic organizers and notes).
22 / Jan 22-24 (4 day week) / R: Cause and effect from historical events, scientific ideas/concepts, technical procedures in an informational text.
E: Rearrange and identify words in alphabetical order (list and telephone directory).
W: Complete the graphic organizers for research. Select appropriate research sources including using the library/media center as a resource.
23 / Jan29-Feb 1 / R: Time and sequence using language from historical events, scientific ideas/concepts, technical procedures in an informational text, determine fact/fictional statements.
E: Compound words
W: Locate illustrations (identify the main idea of a visual image) to aid comprehension and begin a simple research report using a variety of sources.
4.5 wk ends
24 / Feb 4-8 / Reading Textbook
English Textbook
Supplemental Teaching Materials
Various Assessments / R: Text Features
E: Synonyms, rhyming words
W: Continue on research project. Revise by rearranging words, sentences, and paragraphs by using linking words and phrases (also, another, and, more, and but).
25 / Feb 11-14 (4 day wk) / R: Vocabulary, how affixes change the meaning of the word.
E: Antonyms
W: Complete research project by providing a concluding statement or section.
PD Day Feb 15/Pres Day 18
26 / Feb 19-22 (4 day wk) / Reading Textbook
English Textbook
Supplemental Teaching Materials
Various Assessments / R: Illustrations/maps/photos/words to determine understanding (where, when, why, and how) key events occurred.
E: Homonyms
W: Begin and complete a visual/media aid for research project (i.e. poster, powerpoint, video, audio, models, pictures).
27 / Feb 25 - Mar 1 / R: Compare and contrast informational text on the same topic.
E and W: Present research project and summarize information presented orally by others.
28 / Mar 4 - 8 / R: Review of reading skills for 3rd nine weeks
E and W: Listen to examples of speeches (identify information that is not in the speech) and write a speech to be presented. Identify the main idea of a speech.
4th 9 weeks / March 7-May 22
29 / Mar 11-15 / Reading Textbook
English Textbook
Supplemental Teaching Materials
Various Assessments / R: Distinguish own point of view from the author of the text.
E and W: Listen to opinion selections, articles, books, and stories. Begin to narrow and refine a topic for an opinion piece. Create an outline for opinion piece that includes reasons that support the opinion, uses linking words and phrases (because, therefore, since, and for example) to connect the opinion and reasons.
30 / Mar 19-22 / R: Poetry with appropriate rate and expression.
E and W: Distinguish shades of meaning of related words that describe states of min or degrees of certainty (knew, believed, suspected, heard, and wondered). Complete opinion piece (with a concluding statement and a title) and present.
Spring Break Mar 25-29
31 / April 1-5 / Tennessee State Dept of Ed – samplers and practice tests
Coach Gold Books / TCAP cumulative review
32 / April 8-12
4.5 weeks end
33 / April 15-19 / Tennessee State Dept of Ed – samplers and practice tests
Coach Gold Books / TCAP cumulative review
34 / April 22-26
35 / April 29-May3 TCAP / Subject to change
36 / May 6-10 / Reading Textbook
English Textbook
Supplemental Teaching Materials
End-of-Year Assessments / R: Revisit reading skills for reinforcement. Begin 4th grade reading skills.
E and W: Continue creative writing practice through application and selected assignments. Write on a specific topic to a specified audience (self, peers, and adults).
End-of-Year Writing Prompt.
37 / May 13-17
38 / May 20-22 (3 day wk)