English/Language Arts (ELA)

Curriculum Framework

Grade Three

Scope and Sequence
Suggested Pacing / 9 weeks / 9 weeks / 9 weeks / 9 weeks
Genre Focus / Narrative
Response to Literature / Informational
Response to Literature / Persuasive
Response to Literature / All Genres
Fluency / ELA3R1a, b, d / ELA3R1a, b, d / ELA3R1a, b, c, d / ELA3R1a, b, c, d
Vocabulary / ELA3R2a, d, e / ELA3R2a, c, d, e, f / ELA3R2a, b, c, d, e, f / ELA3R2a, b, d, e, f
Comprehension / ELA3R3a, b, c, e, l, n, p / ELA3R3a, d, f, j, k, l, m, q, r / ELA3R3a, b, c, e, f, g, h, i, j, o, r / ELA3R3d, e, f, h, l, m, n, p, r
Writing / ELA3W1a, b, c, e, g, m, n / ELA3W1a, b, c, d, e, f, i, j,l, m, n / LA3W1a, b, c, d, e, f, h, i, j, k, l, m, n / ELA3W1 a, b, c, d, e, f, g, h, i, j, k, l, m, n
ELA3W2
narrative – a, b, c, d, e, f, g, h, i, j
response to literature – a, b, c, d, e, f, g, h / ELA3W2
informational – a, b, c, d, e, f, g, h, i, j
response to literature – a, b, c, d, e, f, g, h / ELA3W2
persuasive – a, b, c, d, e, f, g, h, i
response to literature – a, b, c, d, e, f, g, h / ELA3W2
narrative – a, b, c, d, e, f, g, h, i, j
informational – a, b, c, d, e, f, g, h, i, j
persuasive – a, b, c, d, e, f, g, h, i
response to literature – a, b, c, d, e, f, g, h
Conventions / ELA3C1b, e, f, g, k, l, m / ELA3C1a, d, h, l / ELA3C1b, c, j, m / LA3C1a, b, c, d, m, n
Listening, Speaking, Viewing / ELA3LSV1a, b, c, d / ELA3LSV1 a, b, c, d / ELA3LSV1 a, b, c, d / ELA3LSV1 a, b, c, d
Key Vocabulary
What Students Should Know
Key Vocabulary
What Students Should Know
(continued) / Author’s purpose
Capitalization
Cause
Coherence
Conclusion
Conversation
Effect
Entertain
Expression
Figurative language
Genre
Idea
Idiom
Inform
Language
Language exchange
Letter
Media
Narrative element
Organizational pattern
Part of speech
Persuade
Point of view
Position
Prediction
Prefix
Punctuation
Question
Resources
Root word
Sentence
Sound
Spelling
Story
Suffix
Summary
Text
Words
Writing process / Author’s purpose
Antonym
Capitalization
Cause
Coherence
Conclusion
Context
Conversation
Effect
Entertain
Expression
Fact
Figurative language
Genre
Homographs
Homophones
Idea
Idiom
Inform
Language
Language exchange
Letter
Main idea
Media
Narrative element
Opinion
Organizational pattern
Part of speech
Persuade
Point of view
Position
Prediction
Prefix
Punctuation
Question
Resources
Root word
Self monitor
Sentence
Sound
Spelling
Story
Suffix
Summary
Supporting detail
Synonym
Text
Words
Writing process / Author’s purpose
Antonym
Capitalization
Cause
Chapter heading
Coherence
Conclusion
Context
Conversation
Effect
Entertain
Expression
Fact
Figurative language
Genre
Homographs
Homophones
Idea
Idiom
Inform
Language
Language exchange
Letter
Main idea
Meaning
Media
Narrative element
Opinion
Organizational pattern
Part of speech
Persuade
Point of view
Position
Prediction
Prefix
Punctuation
Question
Rate
Resources
Root word
Self monitor
Sentence
Sound
Spelling
Story
Suffix
Summary
Supporting detail
Synonym
Table of contents
Text
Title
Words
Writing process / Author’s purpose
Antonym
Capitalization
Cause
Chapter heading
Coherence
Conclusion
Context
Conversation
Effect
Entertain
Expression
Fact
Figurative language
Genre
Homographs
Homophones
Idea
Idiom
Inform
Language
Language exchange
Letter
Main idea
Meaning
Media
Narrative element
Opinion
Organizational pattern
Part of speech
Persuade
Point of view
Position
Prediction
Prefix
Punctuation
Question
Rate
Resources
Root word
Self monitor
Sentence
Sound
Spelling
Story
Suffix
Summary
Supporting detail
Synonym
Table of contents
Text
Title
Words
Writing process

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

~Each unit integrates reading, writing, and listening/speaking/viewing standards. Conventions should be taught within the context of reading, writing and speaking.

~All units should include grade level specific skills to maintain and should be reinforced throughout the year.

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

Quarter 1

9 Weeks

Standards

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

  1. Applies letter-sound knowledge to decode unknown words quickly and accurately.
  2. Reads familiar text with expression.
  1. Uses self-correction when subsequent reading indicates and

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student

  1. Reads literary and informational texts and incorporates new words into oral and written language.
  1. Identifies the meaning of common idioms and figurative phrases, and incorporates them into oral and written language.
  2. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, -ous, -ly).

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student

  1. Reads a variety of texts for information and pleasure.
  2. Makes predictions from text content.
  3. Generates questions to improve comprehension.
  1. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
  1. Identifies and infers cause-effect relationships and draws conclusions.
  1. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
  1. Recognizes the author’s purpose.

ELA3W1 The student demonstrates competency in the writing process. The student

  1. Captures a reader’s interest by setting a purpose and developing a point of view.
  2. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.
  3. Writes text of a length appropriate to address the topic or tell the story.
  1. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
  1. Begins to develop characters through action and dialogue.
  1. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
  2. Publishes by presenting an edited piece of writing to others.

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

The student produces a narrative that:

a. Captures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view.

b. Sustains a focus.

c. Includes the appropriate purpose, expectations, and length for the audience and genre.

d. Uses sensory details and other literary language to communicate setting, characters, and plot.

e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events).

f. Develops characters through action and dialogue.

g. Provides a sense of closure.

h. May include pre-writing.

i. May include a revised and edited draft.

j. May be published.

The student produces a response to literature that:

a. Captures a reader’s interest by developing a point of view.

b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment.

c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection.

d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

e. Provides a sense of closure.

f. May include pre-writing.

g. May include a draft that is revised and edited.

h. May be published.

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

  1. Identifies and uses nouns (singular, plural, possessive) correctly.
  1. Speaks and writes in complete and coherent sentences.
  2. Identifies and uses increasingly complex sentence structure.
  3. Distinguishes between complete and incomplete sentences.
  1. Uses dictionary and thesaurus to support word choices.
  2. Uses common rules of spelling and corrects words using dictionaries and other resources.
  3. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).

ELA3LSV1 The student uses oral and visual strategies to communicate. The student

  1. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
  2. Recalls, interprets, and summarizes information presented orally.
  3. Uses oral language for different purposes: to inform, persuade, or entertain.
  4. Listens to and views a variety of media to acquire information.

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

Enduring Understandings/Essential Questions

Automatic decoding allows for better comprehension.

When and how are self-correction strategies used to support comprehension? (R1a)

Fluent reading involves using expression, speed, and accuracy while reading familiar text.

Why is fluency important when reading a text? (R1b)

Self-correction is essential to increasing fluency while reading grade level text.

How is fluency rate increased and monitored? (R1a, d)

Multiple word meanings and word structure knowledge are critical to increasing vocabulary to communicate effectively.

What literary concepts are critical to increasing vocabulary? (R2e)

Reading a variety of texts extends vocabulary.

What strategies can be utilized to increase vocabulary and how are they implemented? (R2a)

Not all word usage is literal in meaning.

How does non-literal word usage impact vocabulary development? (R2d)

Skills and strategies promote comprehension of text.

How does applying reading strategies boost comprehension? (R3b, c, e, l)

Authors write with a purpose.

Why do authors write with a purpose in mind? (R3a, n, p)

A reader’s interest can be captured by setting a purpose, developing characters, using organizational patterns and conveying details appropriate for the audience.

How do effective writers capture and hold a reader’s interest? (W1a, b, e, g)

Writing should be of an appropriate length.

How do effective writers capture and hold a reader’s interest? (W1c)

The final product of the writing process is a published piece of writing to be presented to others.

How is the writing process used to produce a polished product? (W1m, n)

There are various ways to capture a reader’s interest.

How do effective writers hook their audience? (W2 narrative a, b, f)

A framework is necessary to produce an organized narrative.

How does organization impact writing? (W2 narrative c, e)

Narrative writing is characterized by specific elements.

How does narrative writing differ from other genres? (W2 narrative d, g)

Good writing follows a process.

Why is it important to use the writing process to develop our writing? (W2 narrative h, i, j)

A framework is necessary to produce a response to literature.

How do you write a response to literature that demonstrates comprehension of texts? (W2 response to literature a, b, c)

A response to literature utilizes organizational structures.

How does organization impact writing. (W2 response to literature d, e)

Good writing follows a process.

Why is it important to use the writing process to develop our writing? (W2 response to literature f, g, h)

Written and oral communication requires the correct use of grammar (i.e., singular, plural and possessive nouns).

How does using grammar correctly promote effective communication? (C1b)

Sentences must be complete and coherent.

Why is it important to use complete and coherent sentences? (C1e, f, g)

Additional resources (i.e., dictionaries, thesaurus…) may be used to support/research word choices and topics.

How can you use resources to develop a topic or support word choices? (C1 k, l)

Writing requires correct capitalization and punctuation.

How do mechanics (i.e., capitalization and punctuation) help to form clear sentences? (C1m)

Oral language is adapted to fit the audience and used for various purposes.

How does oral language change to fit purpose and audience? (LSV1a, b, c)

A variety of media is needed to acquire information

Why is a variety of media needed to acquire information? (LSV1d)

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

Evidence of Learning

What students should know…

-Author’s purpose

-Capitalization

-Cause

-Coherence

-Conclusion

-Conversation

-Effect

-Entertain

-Expression

-Figurative language

-Genre

-Idea

-Idiom

-Inform

-Language

-Language exchange

-Letter

-Media

-Narrative element

-Organizational pattern

-Part of speech

-Persuade

-Point of view

-Position

-Prediction

-Prefix

-Punctuation

-Question

-Resources

-Root word

-Sentence

-Sound

-Spelling

-Story

-Suffix

-Summary

-Text

-Words

-Writing process

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

What students should be able to do…

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

-Read fluently

-Decode words

-Use self-correction strategies

-Read text

-Use new words orally and in writing

-Use words with multiple meanings

-Use homophones, homographs, antonyms, synonyms

-Identify and use figurative phrases and idioms

-Determine meanings using word parts

-Use context to determine word meanings

-Read for various purposes

-Make predictions

-Generate questions

-Distinguish fact from opinion

-Recognize story elements

-Make judgments and inferences

-Summarize text

-Interpret information

-Make text-to-self connections

-Identify main idea and supporting details

-Self-monitor for meaning

-Draw conclusion

-Recognize author’s purpose

-Use reference materials to understand words

-Recall fact

-Set a purpose

-Develop point of view

-Select and use an organizational pattern

-Writes

-Use appropriate structures

-Use specific sensory details

-Develop characters

-Include supporting details

-Use resource and reference materials

-Writes persuasively

-Use the writing process

-Respond to literature

-Use correct grammar, mechanics, and spelling

-Write letters legibly in cursive

-Use a variety of resources

-Correctly identify and use subject verb agreement

-Identify and use parts of speech

-Use of capitalization and punctuation

-Use formal and informal language

-Adapt oral language as needed

-Follow the rules of conversation

-Recall, interpret, and summarize oral information

-Use oral language

-Listen to media

-View media

-Acquire information

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

Curriculum Resources

MacMillan McGraw-Hill Textbook and Teacher Resource Kit

Internet Resources

Georgia Performance Standards –

MacMillan McGraw Hill website -

Instructional Model Units

See “ELA Units” -

See “Detailed Lesson Plans for ELA” –

APS Curriculum Framework ELA

DRAFT, August 20, 2008 Page 1

English/Language Arts (ELA)

Curriculum Framework

Grade Three

Quarter 2

9 Weeks

Standards

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student

  1. Applies letter-sound knowledge to decode unknown words quickly and accurately.
  2. Reads familiar text with expression.
  1. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts.

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student

  1. Reads literary and informational texts and incorporates new words into oral and written language.
  2. Recognizes and applies the appropriate usage of homophones, homographs, antonyms; and synonyms.
  3. Identifies the meaning of common idioms and figurative phrases, and incorporates them into oral and written language.
  4. Identifies and infers meaning of common idioms and figurative phrases, and incorporates them into oral and written language.
  5. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, -ous, -ly).
  6. Determines the meaning of unknown words on the basis of context.

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student

  1. Reads a variety of texts for information and pleasure.
  1. Distinguishes fact from opinion.
  1. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
  1. Identifies and infers main idea and supporting details.
  2. Self-monitors comprehension to clarify meaning.
  3. Identifies and infers cause-and-effect relationships and draws conclusion.
  4. Recalls explicit facts and infers implicit facts.
  1. Formulates and defends an opinion about a text.
  2. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

ELA3W1 The student demonstrates competency in the writing process. The student

  1. Captures a reader’s interest by setting a purpose and developing a point of view.
  2. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.
  3. Writes text of a length appropriate to address the topic or tell the story.
  4. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).
  5. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
  6. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
  1. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
  2. Uses a variety of resources to research an share information on a topic.
  3. Writes a persuasive piece that states a clear position.
  4. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
  5. Publishes by presenting an edited piece of writing to others.

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

The student produces informational writing (e.g., procedures, report, correspondence) that:

a. Captures a reader’s interest by setting a purpose and developing a point of view.

b. Sustains a focused topic.

c. Includes the appropriate purpose, expectations, and length for the audience and the genre.

d. Includes relevant examples, facts, anecdotes, and details.

e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).

f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

g.Provides a sense of closure.

h. May include prewriting.

i. May include a draft that is revised and edited.

j. May be published.

The student produces a response to literature that:

a. Captures a reader’s interest by developing a point of view.

b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment.

c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection.

d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

e. Provides a sense of closure.

f. May include pre-writing.

g. May include a draft that is revised and edited.

h. May be published.

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

  1. Correctly identifies and uses subject/verb agreement and adjectives.
  1. Identifies and uses personal and possessive pronouns.
  1. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).
  1. Uses common rules of spelling and corrects words using dictionaries and other resources.

ELA3LSV1 The student uses oral and visual strategies to communicate. The student