3rd Grade English
Pacing Guide
2016-2017
The 3rd Grade English Pacing Guide indicates the SOLs that will be tested each nine week period. The SOLs that are not listed should be incorporated and taught throughout the year.
See the VDOE Curriculum Framework. To access the pacing guide and online resources go to http://staff.spsk12.net/pacing-scope-and-sequence/.
SOL Description
High Level Questioning
(Cognitive Level)
Resources
First Nine Weeks
3.3 The student will apply word-analysis skills when reading.
b) Decode regular multisyllabic words.
Big Idea:

Understand the need to apply word-analysis skills to decode words.
3.3 b) Decode multi-syllabic words
(Apply-Analyze)


Apply knowledge of the change in tense (ed), number (-s), and degree (-er and -est)
signified by inflected endings to decode
words.
Decode regular multisyllabic words in order
to read fluently.
How should the word direction be divided into
syllables?
Literature Reference-3.3
TE: 3.1.1: 72c−72d
3.2.1: 234−235, 3.2.2: 302−303 3.3.1:
406−407, 418c−418d, 3.3.2: 470−471,
486c−486d
3.4.1: 88−89
Literature Reference-3.3b
TE: 3.1.1: 72c−72d
3.2.1: 234−235, 3.2.2: 302−303 3.3.1:
406−407, 418c−418d, 3.3.2: 470−471,
486c−486d
3.4.1: 88−89
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.4 The student will expand vocabulary when reading.
d) Use context to clarify meaning of unfamiliar words.
f) Use vocabulary from other content areas.
Big Ideas:

Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read

Use reference resources to learn word meanings.
3.4 d) Use context to clarify meaning of
(Apply)
Literature Reference-3.4
unfamiliar words
TE: 3.1.1: 61a,3.2.1: 206e, 246−247,3.3.1:
In step 3 of "Mirror Message," what does the word
392−393, 393a, 3.4.1: 30−31,3.5.1: 206−207,
 Use context clues to verify meaning of
invisible mean?
3.6.1: 372−373
unfamiliar words and determine
What does pause mean in line 13?
appropriate homophone usage.
Literature Reference-3.4d
What was a word you read that you did not know
TE: 3.5.1: 206e,206−207, 207a, 221a, 221h
 Using context clues, such as a restatement,
or understand? How did you use the text to figure
a synonym, an example, or a direct
3.6.1: 400e, 400−401, 412b
out its meaning?
description or definition included in the
sentence or paragraph, to clarify the
meaning of unfamiliar words.
3.4 f) Use vocabulary from other content
areas.

(Apply)
Literature Reference-3.4f
TE:3.2.1: 206e, 271a
3.2.2: 340−341, 350e, 350−351, 351a, 359a,
361a
Using vocabulary from history and social
science, mathematics, and science; and
VDOE video: Model of Read-Aloud
VDOE video: Model of Reciprocal Teaching
VDOE Lesson Plans-3.4
Homophones
Context clues
Roots & affixes
Word reference materials
Page 2 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
f) Ask and answer questions about what is read.
i) Identify the main idea
j) Identify supporting details.
Big Ideas:

Develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry.

Develop an increased understanding of the essential elements and characteristics of fictional text and poetry.

Develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry.
3.5 f) Ask and answer questions about what
(Understand-Analyze)
Literature Reference-3.5
is read
TE: 3.3.2: 478−479, 479a, 481a, 491a, 493a,
Danielle keeps the cupcakes a secret by3.5.1: 270−271, 271a, 272e

Ask and answer questions about the text to
Based on the story, where does the map first lead
Literature Reference-3.5f
demonstrate understanding.
the boys?
TE: 3.2.1: 270a, 270−271, 281a, 282e, 282−283,
 Gain meaning before, during, and after
283a, 291a, 3.4.2: 120a
reading by:
 asking and answering questions about
Literature Reference-3.5i
what is read to clarify meaning;
TE: 3.2.1: 276–277, 284-285, 288-289,3.5.1:
 asking and answering questions to
232–233, 238e, 244–245, 247a, 253, 3.6.2: 484–
predict what will happen next
485
 understanding that sometimes two or
more pieces of information need to be
Literature Reference-3.5j
put together to answer a question
TE: 3.2.1: 276−277, 277a, 279a, 284−285,
285a, 288−289, 289a, 3.2.2: 321a
 understanding that some questions are
answered directly in the text;
 understanding that the answers to some
questions must be inferred from the
VDOE Lesson Plans-3.5
reader’s background experiences and
Which question is answered at the end of the story?
knowledge
Drawing conclusions
Which question is answered in the poem?
Drawing conclusions and simple inferences
3.5 i) Identify the main idea
(Analyze)
Making, confirming, or revising prediction
Read the second stanza from the poem.
 Identify the problem (conflict) and
Prior knowledge
solution, main idea, or theme, and
Summarizing fiction
What is the main idea of this stanza?
supporting details.
Which is the least important information to include
in a summary of this paragraph?
Identifying the main idea
Differentiate between fiction and nonfiction
Page 3 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Which idea from paragraph ___ should be added to
a summary of the story?
Select the sentence that is the best summary of
paragraphs ___-___.
3.5 j) Identify supporting details

Resources
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Think-Pair-Share
Select the details that are most important to include
in a summary.
VDOE video: Model of Sticky Notes
What is the best summary of the bulleted list?
VDOE video: Model of Think-Alouds
Paragraph ___ is important to the story because(Apply)
Complete the flow chart
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
Identify the problem (conflict) and solution,
main idea or theme, and supporting details.
VDOE video: Model of Anticipation Guide
VDOE video: Model of Story Face
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
Paragraph 5 is important to the story because it-
Page 4 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Complete the flow chart about the story.
Which is the least important information to include
in a summary of this paragraph?
Which idea from paragraph ___ should be added to
a summary of the story?
Select the sentence that is the best summary of
paragraphs ___-___.
Select the details that are most important to include
in a summary.
What is the best summary of the bulleted list?
Paragraph ___ is important to the story because-
Page 5 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
c) Preview and use text features/formats/structures.
d) Ask and answer questions about what is read.
g) Identify the main idea.
h) Identify supporting details.
Big Ideas:

Demonstrate comprehension of nonfiction.

Understand that text formats can be used to set a purpose for reading.

Demonstrate an understanding of the characteristics of biography and autobiography.
3.6 c) Preview and use text
(Apply-Create)
features/formats/structures.
What information can be learned by reading the chart at
the end of the article?
 Use text formats such as the following to
preview, set a purpose for reading, and
Which question may best be answered by looking at the
locate information relevant to a given topic
photo in the article?
efficiently:
 content text features, such as headings
and chapter layout by topic;
 functional formats, such as
advertisements, flyers, and directions;
 specialized type, such as bold face and
italics; and
 visually and graphically represented
information, such as charts, graphs,
graphic organizers, pictures, and
photographs.

Use text features to make meaning by;
Applying phonetic strategies;
Use punctuation indicators, such as
commas, periods, exclamation points,
question marks, and apostrophes
showing contractions and possession
o Apply knowledge of simple and
compound sentence structures;
o Knowing when meaning breaks down
and then rereading to self-correct; and
o Using illustrations to gain information
(e.g. maps, photographs.
o
o
Resources
Literature Reference-3.6
TE: 3.1.2: 126−127, 136−137, 138−139
3.3.1: 442a, 452−453, 453a, 455a
Literature Reference-3.6c
TE:3.3.1: 442a, 467h, 3.3.2: 506a, 513a,
514−515, 515a, 518e, 529a
Literature Reference-3.6d
TE:3.3.2: 506−507, 512−513, 524−525,
537l−537m, 3.4.2: 90−91, 96−97, 102−103,
115l−115m
Literature Reference-3.6g
TE:3.2.1: 204−205, 210−211, 211a, 213a,
218−219, 219a, 223a, 227a
Literature Reference-3.6h
TE:3.2.2: 338−339, 344−345, 352−353,
363l−363m,3.4−33, 33a, .1:32 36−37,
53l−53m
VDOE video: Model-Survey, Question,
Read, Recite, Review
VDOE video: Model of Know, Want,
Learn
Page 6 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
VDOE video: Model of Think-Pair-Share

Apply understanding of text structure to
guide reading by:
o Making predictions based on knowledge
of text from types, such as narrative
informational, graphic, and functional
o Making predictions based on knowledge
of literacy forms, such as biography and
autobiography; and
o Identify sequence and cause-effect
relationships of information in functional
texts, such as recipes and other
3.6 d )ask and answer questions about
what is read

Gain meaning before, during, and after
reading by:
 asking and answering questions to
clarify meaning;
 understanding that sometimes two or
more pieces of information need to be
put together to answer a question; and
 Understanding that some questions are
answered directly in the text.
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal
Teaching
(Understand-Analyze)
Which questions does paragraph 7 answer?
VDOE video: Model of Anticipation
Guide
What should __ do if it …?
VDOE video: Model of Two-Column
Notes
Which question is answered in the article?
What makes the secret message appear in "Lemony
Letter"?
VDOE video: Model of Selective
Underlining
A student asks this question after reading the flier.
VDOE Lesson Plans-3.6
Comparing and contrasting biography
and autobiography
Differentiate between fiction and
nonfiction
Activating prior knowledge
Authors purpose
Drawing conclusions & making
inferences
Main Idea
When will the names of the winners be announced?-
Understanding what you read
"Lemony Letter" and "Mirror Message" are alike because
bothParagraph 6 explains that one way ostriches keep
themselves safe is byBased on the article, one way the male leader is like the
females in the herd is that he helpsThe feathers of an ostrich help the bird-
Page 7 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Which section of the flier answers this question?
The cheetah's coat is most useful because it-
3.6 g) identify main idea

State in their own words the main idea
of a nonfiction selection
(Analyze)
Resources
Nonfiction text features
Summarizing points in nonfiction
Summarizing supporting details in
nonfiction
Table of contents, indices, charts, maps,
graphs
Text features
Using online resources
Who, what, when, where, why, and how
Context clues in nonfiction
Writing a topic sentence
Page 8 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Complete the notes.
Which is the least important information to include in a
summary of this paragraph?
Which idea from paragraph ___ should be added to a
summary of the story?
Page 9 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Select the sentence that is the best summary of
paragraphs ___-___.
Select the details that are most important to include in a
summary.
What is the best summary of the bulleted list?
3.6 h) identify supporting details

Identify details that support the main idea
of a nonfiction selection.
Paragraph ___ is important to the story because(Analyze)
Select the two details that are least important to include in
a summary of paragraphs 1 and 2 of the instructions.
Complete
Select the two details that are least important to include in
a summary of paragraphs 1 and 2 of the instructions.
Page 10 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Based on the article, complete this web.
Complete the steps used to make the dessert. Use
sentences from the given list.
Complete the web.
Page 11 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Complete these notes.
Which is the least important information to include in a
summary of this paragraph?
Which idea from paragraph ___ should be added to a
summary of the story?
Select the sentence that is the best summary of
paragraphs ___-___.
Select the details that are most important to include in a
summary.
What is the best summary of the bulleted list?
Paragraph ___ is important to the story because-
Page 12 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
3.8 The student will write legibly in cursive.
Big Idea

Understand that neat, legible cursive handwriting is an important tool of written communication
3.8 The student will write legibly in
(Create)
cursive.



Resources
Literature Reference-3.8
TE:3.5.1: 195d, 259d, 3.5.2: 293d, 325d
3.6.1: 373d, 401d, 3.6.2: 467d, 501d
Use correct letter formation.
Practice appropriate handwriting habits,
including proper posture,
position of paper, and pencil grip.
Learn to write legibly in cursive.
Page 13 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration according to the type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.
Big Ideas:

Understand how to plan and compose a paragraph on the same topic.

Understand how to plan and compose written
3.9 a) Identify the attended audience
(Understand)
3.9 b) Prewriting strategies

(Understand-Create)
Use a variety of pre-writing strategies by:
o Identifying the intended audience;
o Using ideas from class brainstorming
activities;
o Making lists of information;
o Talking to classmates about what to
write;
o Reading texts by peer and professional
authors;
o Using graphic organizers; and
o Selecting an appropriate writing form for
nonfiction writing (e.g., explanation,
directions, simple report), expressive
writing (e.g., narrative, reflection, and
letter), and creative writing (e.g., fiction
and poetry).
3.9 c) Write a clear topic sentence focusing
on the main idea

Write a clear topic sentence that focuses
on the main idea.
Resources
Literature Reference-3.9
TE:3.2.1: 224−225, 271e,
292−293,3.2.2:328−329
3.3.2: 494−495,3.4.1: 91e-91f,3.4.2: 174−175
3.5.2: 352−353
Literature Reference-3.9a
TE: 3.1.1: 95e−95f, 105d−105e, 116−117
3.2.2: 305e-305f, 317e-317e 3.3.1: 443e-443f,
451d-451e 3.5.1: 195e-195f
Literature Reference-3.9b
TE: 3.1.1: 71d−71e, 3.1.2: 175d−175e 3.2.1:
247d−247e, 281d−281e
Literature Reference-3.9b
TE:3.3.1: 387d−387e,3.3.2: 501d−501e,
537d−537e
3.4.1: 53d−53e
(Understand-Create)
Literature Reference-3.9c
TE: 3.1.2: 152−153
3.3.2:494−495,530−531
3.4.1: 44−45, 108−109, 3.4.2: 142−143,3.4.2:
CW15 3.5.1: 214−215
Page 14 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description

Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Use examples from their reading as models
to imitate in their writing.
Resources
3.9 d) Write a paragraph on the same
topic

Keep their written paragraphs on one topic.

Use precise nouns, verbs, and adjectives.
(Understand-Create)
Literature Reference-3.9d
TE: 3.1.2: 152−153
3.3.2:494−495,530−531
3.4.1: 44−45, 108−109, 3.4.2: 142−143,
3.5.1: 214−215, 3.6.2:CW13
3.9 e) Use strategies for organization of
information and elaboration according to
the type of writing

Follow the organization of particular forms
of writing for:
o Letters – date, greeting, body, and
closing;
o Informative/explanatory purposes
introduce a topic and group related
information in paragraph form
use facts, definitions, opinions,
quotations, details, or other examples
and information to develop the topic
use specific vocabulary to inform and
explain the topic
provide a concluding statement or
section
o Narratives
sequence events
use transition words and phrases for
sentence variety and to manage the
sequence of events
use specific vocabulary to convey
experiences and events
provide a conclusion
(Understand-Create)
Literature Reference-3.9e
TE: 3.1.1: 71d−71e, 80−81, 81a−81c, 89d−89e
3.2.2: 349d−349e, 356−357, 357a−357c,
363d−363e

Incorporate transitional words that clarify
sequence (e.g first, next, last)

Use linking words (e.g. also, another, and
more) and linking phrases (e.g. in order to,
Literature Reference-3.9f
TE:3.1.1: 25e−25f, 37d−37e, 49a−49c,
55d−55e, 55p−55q, 116−117, 117a−117c
121d−121e
Literature Reference-3.9g
TE:3.1.2: 159d−159e, 159p−159q,193d−193e,
193p−193q,3.2.1:265d−265e, 265p−265q
3.3.1: 467d−467e, 467p−467q
VDOE video: Model of Think-Pair-Share
VDOE Lesson Plans
Prewriting strategies
The writing process-prewriting using
collaboration
Developing a central idea in narrative
writing
Page 15 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
because of this, for example) to connect
ideas with in categories of information.
Elaborating the main idea, using supporting
details

Apply knowledge of the writing domains of
composing written expression and
usage/mechanics.
Informative/expository writing

Use strategies for organization of
information and elaboration relevant to the
type of writing.
Narrative writing vs. explanatory writing
Narrative writing
3.9 f) Include details that elaborate the
main idea

Add specific details that further elaborate
the main idea.
(Understand-Create)
3.9 g) Revise writing for clarity of content
using specific vocabulary and information

Clarify writing when revising by including
specific vocabulary and information.
(Understand-Create)

Read their own writing orally to check for
sentence rhythm (sentence variety)
Organize writing to convey a central idea
Persuasive writing
Strategies for organization and elaboration
of personal narratives
The writing process-revision with
collaboration
Transition words in writing
Writing a topic sentence
Page 16 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Use complete sentences.
c) Use the word I in compound subjects.
d) Use past and present verb tense.
j) Use correct spelling for frequently used sight words, including irregular plurals.
Big Idea:

Understand the need to apply word-analysis skills to decode words.
3.10 a) Use complete sentences (nouns and
(Apply)
Literature Reference-3.10
adjectives)
TE:3.1.1: 61d, 71c, 79e 3.2.1: 205d, 215c, 223e,
224−225, 231c

Using conventions of dialogue *e.g. quotation
Literature Reference-3.10a
TE:3.1.1: 25d, 37c, 47e, 48−49, 55c, 95d, 105c,
marks to indicate someone is saying
something, indentation to show that the
116−117
Literature Reference-3.10c
speaker has changed, and signal words like
he said and she exclaimed); and
TE: 3.1.2: 165d, 175c, 185e, 186−187, 193c,
193o

Using knowledge of how ideas are connected
Literature Reference-3.10d
between sentences when one word is used in
TE: 3.3.2: 485c, 493e, 501c, 507d, 517c, 529e,
place of another such as the use of a
537c, IR47
pronoun for a noun, the use of a general
Literature Reference-3.10j
location word (e.g. here or there) for specific
TE: 3.4.1: 22a, 22−23, 23a−23b, 26c, 35c,
location, and the use of a synonym for an
earlier word (e.g. animal for dog).
36c−36d, 46f, 53c
3.10 c) Use the word I in compound
subjects
(Apply)
3.10 d) Use past and present verb tense
(Apply)
3.10 j) Use correct spelling for frequently
used sight words, including irregular plurals
(e.g., men, children).
(Apply)
VDOE Lesson Plans-3.10
The writing process-revision with
collaboration
Transition words in writing
3.9 a-g
1A Narrative
1B Narrative
Use the writing process to complete each narrative writing. (see the curriculum guide for rubrics and further writing guidelines)
Page 17 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Second Nine Weeks
Ongoing SOLs: 3.3b
3.4 d, f
3.5 f, i, j
3.6 d, g, h
3.8
3.9a-g
3.10 a, c, d, j
The nine weeks test is cumulative and will include ongoing SOLs. Refer to the 1 st nine weeks.
3.4 The student will expand vocabulary when reading.
c) Apply meaning clues, language structure, and phonetic strategies.
g) Use word reference resources including the glossary, dictionary, and thesaurus.
Big Idea:


Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read.
Use reference resources to learn word meanings.
3.4 c) Apply meaning clues, language
structure, and phonetic strategies.

Apply understanding of language structure
to make meaning from text by

Using transition words of time sequence
(e.g., first, second, next, later, after, and
finally);

Using transition words of compare-contrast
(e.g., like, unlike, different, and same); and

Using transition words of cause-effect (e.g.,
because, if…then, when…then).
3.4 g) Use word reference resources
including the glossary, dictionary, and
thesaurus

(Apply)
In paragraph _____, what does the word _____
mean?
The word ____ most likely meansWhat does the word lean mean in line 2?
As it is used in this selection, the word classified most
likely means toWhat does defend mean in paragraph 4?
(Apply)
Literature Reference-3.4
TE:3.1.1: 61a 3.2.1: 206e, 246−247 3.3.1:
392−393, 393a,3.4.1: 30−31,3.5.1: 206−207
3.6.1: 372−373
Literature Reference-3.4c
TE:3.1.1: 55a, 61a, 62e 3.1.2: 128−129, 143a,
146−147, 147a, 149a
Literature Reference-3.4g
TE: 3.1.1: 96−97, 100−101, 101a, 112−113
3.3.1: 444e, 444−445, 452a, 467a
VDOE video: Model of Read-Aloud
VDOE video: Model of Reciprocal Teaching
Using the glossary, dictionary, and
thesaurus as reference resources to learn
word meanings.
VDOE Lesson Plans-3.4
Homophones
Context clues
Roots & affixes
Word reference materials
Which meaning of charge is used in the sentence?
Page 18 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Place these words in alphabetical order.
Which three words from the poem would appear on
the same page as the guide words?
Page 19 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
c) Make, confirm, or revise predictions.
e) Identify the author’s purpose.
g) Draw conclusions about text.
Big Ideas:
 Develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry.
 Develop an increased understanding of the essential elements and characteristics of fictional text and poetry.
Develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry.
3.5 c) Make, confirm, or revise predictions.
(Apply-Create)
Literature Reference-3.5
What will Martin and Madison most likely do next?
TE: 3.3.2: 478−479, 479a, 481a, 491a, 493a,
 Use specific details to make, justify, and
3.5.1: 270−271, 271a, 272e
modify predictions by:
The title tells readers that a character in the story will
 identifying details from their own
most likelyLiterature Reference-3.5c
experiences and knowledge that
TE:3.2.1: 215a, 221a, 289a 3.3.2: 485a, 527a
supports their predictions;
After looking at the title, the reader knows that this
3.5.1: 237a 3.6.1: 411a
 identifying information from the text
poem is aboutthat supports or contradicts a
Literature Reference-3.5e
prediction; and
What will most likely happen…?
TE: 3.2.2: 304−305, 312−313, 324−325,
 Revising predictions based on new
333l−333m 3.5.2: 24−325, 330−331, 338−339,
understandings.
In the future, ___ will most likely…
342−343
What will ___ do after…?
At the end of the story, ___will most likely…
3.5e) Identify the author’s purpose
(entertain, inform, persuade)
3.5g) Draw conclusions about text.

Draw conclusions about text to make
meaning.

Make generalizations about a character
based on that character’s response to a
problem, the character’s goal, and what the
character says or thinks.
If this story continued, which of these would most
likely happen next?
(Understand)
(Analyze)
Danielle is pleased with the surprise most likely
because sheWhy does ___want..?
Literature Reference-3.5g
TE: 3.2.1: 270e, 270−271, 277a, 280−281,
281a, 282e, 286−287, 299l−299m
VDOE Lesson Plans-3.5
Drawing conclusions
Drawing conclusions and simple inferences
Making, confirming, or revising prediction
Prior knowledge
Summarizing fiction
Identifying the main idea
Differentiate between fiction and nonfiction
The reader can tell that…
Page 20 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
___ most likely did this because he…
Based on the story, why does..?
The title tells readers that a character in the story will
most likely..
Which paragraph shows that…?
Why is ___ used in the recipe?
Resources
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
The author repeated___ in the story to show that…
VDOE video: Model of Question Answer
Relationship (QAR)
Which step in the instructions is most important to…?
VDOE video: Model of Reciprocal Teaching
Which supplies are need to complete the steps ___
through __?
VDOE video: Model of Anticipation Guide
Where is the first place the speaker looks for the
shoe?
Based on the events in the poem, the shoe was most
likely last worn-
VDOE video: Model of Story Face
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
One reason Kelly finishes in third place is because
sheBefore the next race, Marcus will most likelyBased on the poem, what is the most likely reason
that the speaker
counts to thirty?
Read this sentence from the article.
This sentence lets the reader know that-
Page 21 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Based on the instructions, someone would add
decorative elements when creating paper in order toBased on this information, what can the reader
conclude about ____?
What can the reader assume about ____?
After reading paragraph _____, the reader can best
infer thatWhat does the author suggest by including this
paragraph?
The author includes these sentences mainly to help
the reader understand that-
Page 22 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the author’s purpose.
c) Preview and use text features/formats/structures.
e) Draw conclusions based on text.
f) Summarize major points found in nonfiction texts.
Big Idea:
 Demonstrate comprehension of nonfiction.

Understand that text formats can be used to set a purpose for reading.
3.6 a) Identify the author’s purpose- (e.g.,
entertain, inform, persuade).

Identify the author’s purpose – (e.g.,
entertain, inform, persuade).
(Understand)
The author wrote the information in the box at the
end of the flier to…
Literature Reference-3.6
TE: 3.1.2: 126−127, 136−137, 138−139
3.3.1: 442a, 452−453, 453a, 455a
The author included paragraph 5 most likely to tell….
Literature Reference-3.6a
TE:3.2.2: 304−305, 312−313, 324−325,
333l−333m, 3.5.2: 324−325, 330−331,
338−339, 342−343
The author wrote this article most likely to…
3.6c) Preview and use text
features/formats/structures.

Use text formats such as the following to
preview, set a purpose for reading, and
locate information relevant to a given
topic efficiently:
(Apply-Create)
What information can be learned by reading the chart
at the end of the article?
Which question may best be answered by looking at
the photo in the article?
 content text features, such as headings
and chapter layout by topic;

functional formats, such as
advertisements, flyers, and directions;

specialized type, such as bold face and
italics; and

visually and graphically represented
information, such as charts, graphs,
graphic organizers, pictures, and
photographs.
Page 23 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Literature Reference-3.6e
TE:3.3.1: 374a, 374−375, 382−383, 383a, 388e,
389a, 390−391, 391a

Use text features to make meaning by;
o Applying phonetic strategies;
o Use punctuation indicators, such as
commas, periods, exclamation points,
question marks, and apostrophes
showing contractions and possession
o Apply knowledge of simple and
compound sentence structures;
o Knowing when meaning breaks down
and then rereading to self-correct; and
o Using illustrations to gain information
(e.g. maps, photographs.

Apply understanding of text structure to
guide reading by:
o Making predictions based on knowledge
of text from types, such as narrative
informational, graphic, and functional
o Making predictions based on knowledge
of literacy forms, such as biography and
autobiography; and
o Identify sequence and cause-effect
relationships of information in functional
texts, such as recipes and other
3.6e) Draw conclusions based on text.

Draw conclusions about what they have
read.
Resources
Literature Reference-3.6f
TE: 3.4.1: 24a, 33a, 34−35, 35a, 37a, 38−39,
39a, 41a
Literature Reference-3.6i
TE: 3.4.2: 120−121, 126−127, 127a, 132e,
133a, 134−135, 141a, 149l−149m
VDOE video: Model-Survey, Question, Read,
Recite, Review
VDOE video: Model of Know, Want, Learn
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
(Analyze)
Based on the article, seaweed makes ice cream and
yogurt-
VDOE video: Model of Reciprocal Teaching
In "Mirror Message" when the steam in the bathroom
is gone, the message will most likely-
VDOE video: Model of Two-Column Notes
In "Crazy Crayon," it is hard to see the message
before painting over it because the messageBased on the article, what can the reader most likely
tell about ostriches?
VDOE video: Model of Anticipation Guide
VDOE video: Model of Selective Underlining
VDOE Lesson Plans-3.6
Comparing and contrasting biography and
autobiography
Page 24 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Read this sentence from the article.
This sentence from the article.
Based on the instructions, someone would add
decorative elements when creating paper in order toBased on this information, what can the reader
conclude about ____?
What can the reader assume about ____?
After reading paragraph _____, the reader can best
infer thatWhat does the author suggest by including this
paragraph?
The author includes these sentences mainly to help
the reader understand that3.6 f) Summarize major points found in
nonfiction texts.

Resources
Differentiate between fiction and nonfiction
Activating prior knowledge
Authors purpose
Drawing conclusions & making inferences
Main Idea
Understanding what you read
Nonfiction text features
Summarizing points in nonfiction
Summarizing supporting details in nonfiction
Table of contents, indices, charts, maps,
graphs
Text features
Using online resources
Who, what, when, where, why, and how
Context clues in nonfiction
Writing a topic sentence
(Understand)
Summarize major points in a selection.
Page 25 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
Big Idea:

Understand ways to select the best resource for gathering information on a given topic.
3.7 a) Use encyclopedias and other reference
books, including online reference materials.

Locate selected information in
encyclopedias, atlases, and other print and
online reference materials.

Retrieve information from electronic
sources.

Use the Internet to find information on a
given topic.
(Understand/Apply)
In an Internet search about oceans, which website
would most likely have information about where
red seaweed grows?
Literature Reference-3.7
TE:3.1.1: 47c, 3.1.2: 154g−154h, 156−157,
3.3.1: 444e, 459c
3.5.1: 213c, 281c, 3.5.2: 354−357
Literature Reference-3.7a
TE:3.1.1: 47c, 3.1.2: 154g−154h, 156−157
3.3.1: 444e, 459c
3.5.1: 213c, 281c, 3.5.2: 354−357
Literature Reference-3.7b
TE:3.3.1: 387b, 451b, 3.3.2: 485b, 517b
3.4.1: 35b, 69b, 3.4.2: 131b, 167b
VDOE Lesson Plans-3.7
Comprehension of information in reference
materials
Which two words would appear on the same page
as these guide words?
Using online resources
Reference materials
Table of contents, indices, charts, maps,
graphs
Page 26 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which key words should a student use for an
Internet search about ways to be careful while
riding a bike?
Which website would most likely give information
about the lives of the Founding Fathers?
Page 27 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
3.7 b) Use table of contents, indices, and
charts.

Make decisions about which resource is best
for locating a given type of information.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
(Apply)
Based on this Table of Contents, which chapters
should a student read to find out how to be safe
on the street?
Page 28 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
e) Use singular possessives.
f) Use commas in a simple series
g) Use simple abbreviations.
Big Idea

Understand that grammatically correct language and mechanics contribute to the meaning of writing.
3.10 e) Use singular possessives

Use singular possessives
3.10 f) Use commas in a simple series.

Punctuate correctly:
o Commas in a simple series
3.10 g) Use simple abbreviations

Use simple abbreviations
(Apply)
(Apply)
(Apply)
Literature Reference-3.10
TE:3.1.1: 61d, 71c, 79e 3.2.1: 205d, 215c, 223e,
224−225, 231c
Literature Reference-3.10e
TE: 3.2.2: 305d, 317c, 339d, 349c 3.4.1: 99c,
107e, 115c, 1150
Literature Reference-3.10f
TE; 3.6.2: 465d, 477c, 487e, 493c, 493o, IR47
Literature Reference-3.10g
TE:3.6.1: 399d, 411c, 421e, 429c, 429o, IR27
3.9 a-g
2A Letter
2B Letter
Use the writing process to complete each letter. (see the curriculum guide for rubrics and further writing guidelines)
Page 29 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
Third Nine Weeks
Ongoing SOLs: 3.3 b
3.4 c-d, f-g
3.5 c, e-g, i-j 3.6 a, c-i 3.7 a-b 3.8
3.9a-g
3.10 a, c-g, j
The nine weeks test is cumulative and will include ongoing SOLs. Refer to the previous nine weeks.
3.4 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
Big Idea:


Use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read.
Use reference resources to learn word meanings.
3.4 a)Use knowledge of homophones

Use knowledge of homophones (e.g.
be/bee, hear/here, and sea/see) to
understand unfamiliar words.
3.4 b) Use knowledge of roots, affixes,
synonyms, and antonyms

(Apply)
Apply knowledge of roots to decode
unknown words with the same root (e.g.,
company, companion).

Apply knowledge of affixes, (e.g., prefixes
such as ex-, dis-, un-, re-, mis-, non-, pre-;
suffixes such as -ly, -ful, -less, -able, -tion,
-ness, and –ment) to decode words.

Determine the meaning of new words
formed when a known affix is added to the
known word (e.g., care/careless,
heat/reheat).

Use knowledge of synonyms (e.g.,
big/large, mad/angry, ache/pain).

Use knowledge of antonyms, (e.g.,
asleep/awake, smile/frown, start/finish).
(Understand-Analyze)
“Joseph is very lonely.”
In which word is –ly used the same as it is in
lonely?
-butterfly
-family
-silly
-slowly
-jolly
Which word is an antonym for grouchy?
-angry
-greedy
-cheerful
-lively
-mean
Which two words have opposite meanings?
-early, late
-empty, hollow
-bright, clean
-listen, know
Literature Reference-3.4
TE: 3.1.1: 61a,3.2.1: 206e, 246−247,3.3.1:
392−393, 393a, 3.4.1: 30−31,3.5.1: 206−207,
3.6.1: 372−373
Literature Reference-3.4a
TE: 3.3.1: 376e, 386−387, 387a, 392−393, 393a,
403a, 403h
3.5.1: 224−225
Literature Reference-3.4b
TE: 3.1.2: 166e, 178−179
3.2.2: 333a
3.3.2: 508e, 518−519
3.6.1: 400e, 400−401, 412b
VDOE video: Model of Read-Aloud
VDOE video: Model of Reciprocal Teaching
VDOE Lesson Plans-3.4
Homophones
Context clues
Roots & affixes
Word reference materials
Page 30 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
-rapidly, quickly
What is the root word in "discovered"?
Which words from the instructions have the suffix er meaning "more"?
Which two words are synonyms of Suddenly in
paragraph 1?
What is the root word in "forgetting"?
Which word is an antonym for joined as used in
paragraph 4?
Select the word(s) with a (prefix/suffix) that means
"_____."
What does the suffix (-x) mean in the word ____?
In which word does the prefix (x-) have the same
meaning as it does in the word _____?
Page 31 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
d) Compare and contrast setting, character, and events.
h) Identify the problem and solution.
l) Differentiate between fiction and nonfiction.
Big Ideas:

Develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry.

Develop an increased understanding of the essential elements and characteristics of fictional text and poetry.

Develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry.
3.5d) Compare/Contrast, Settings,
(Understand - Analyze)
Literature Reference-3.5
Characters, and events
Complete each sentence using a word from the list.
TE: 3.3.2: 478−479, 479a, 481a, 491a, 493a,
At the beginning of the story, Paul feels angry.
3.5.1: 270−271, 271a, 272e
 Apply knowledge of characterization by
At the end of the story, Paul feels hopeful.
 describing a character’s attributes
-angry
Literature Reference-3.5d
(traits, motivations or feelings)
-scared
TE: 3.1.1: 60−61, 68−69, 72−73, 89l−89m
 using evidence from the text to
-hopeful
3.3.1: 408−409, 416−417, 422−423, 437l−437m
support generalizations about the
-lonely
character
-playful
Literature Reference-3.5h
 comparing and contrasting characters
TE:3.2.1: 242–243, 249a,3.3.1: 408a, 408−409,
within a selection or between/among
After Evan and Mark find the map, they both feel418e, 419a, 420−421, 421a
two or more selections
In lines 17-20, the speaker can best be described asUse the list to complete the chart.
Literature Reference-3.5l
 explaining how the actions of
TE: 3.1.1: 50g, 82g, 118g,
characters contribute to the sequence
3.2.2: 330g, 358g, 3.4.1: 46g, 110g, 3.4.2: 176g
of events


Make generalizations about a character
based on that character’s response to a
problem, the character’s goal, and what
the character says or thinks.
Apply knowledge of setting by:
identifying the time and place of a story,
using supporting details from the text
VDOE Lesson Plans-3.5
Complete the chart
Drawing conclusions
Drawing conclusions and simple inferences
Making, confirming, or revising prediction
Prior knowledge
Summarizing fiction
Identifying the main idea
Differentiate between fiction and nonfiction
Page 32 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
VDOE video: Model-Survey, Question, Read,
Recite, Review
3.5 h) Identify the problem and solution.

Identify the problem (conflict) and
solution, main idea or theme, and
supporting details.
3.5 l) Differentiate between fiction and
non-fiction

(Remember)
Learn to differentiate between fiction and
nonfiction by distinguishing realism from
fantasy, and fact from opinion.
VDOE video: Model of Think-Pair-Share
VDOE video: Model of Sticky Notes
(Analyze)
VDOE video: Model of Think-Alouds
VDOE video: Model of Question Answer
Relationship (QAR)
VDOE video: Model of Reciprocal Teaching
VDOE video: Model of Anticipation Guide
VDOE video: Model of Story Face
VDOE video: Model of Two-Column Notes
VDOE video: Model of Selective Underlining
Page 33 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
i) Compare and contrast the characteristics of biographies and autobiographies.
Big Idea:
 Demonstrate comprehension of nonfiction.


Understand that text formats can be used to set a purpose for reading.
Demonstrate an understanding of the characteristics of biography and autobiography.
3.6 i) Compare and contrast the
characteristics of

(Analyze)
Biographies and autobiographies.
Page 34 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
High Level Questioning
(Cognitive Level)
Resources
3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
b) Use transition words to very sentence structure.
h)Use apostrophes in contractions with pronouns and possessives
i) Use the articles, a, an, and the correctly.
Big Idea:
 Understand that grammatically correct language and mechanics contribute to the meaning of writing.
3.10 b) Use transition words to vary
(Apply)
Literature Reference-3.10
sentence structure.
TE:3.1.1: 61d, 71c, 79e 3.2.1: 205d, 215c, 223e,
224−225, 231c
3.10 h) Use apostrophes in contractions with
(Apply)
Literature Reference-3.10b
pronouns and in possessives.
TE:3.1.2: 165d−165e, 175c, 185e, 186−187,
187a−187c, 193c 3.6.1: 435c, 445c

Punctuate correctly:

Apostrophes in contractions with pronouns,
Literature Reference-3.10h
(e.g., I’d, we’ve);
TE:3.4.1: 91d, 99c, 115c,3.4.2: 121d, 131c,
141e, 149c, 149o
3.10 i) Use the articles a, an, and the
correctly.
(Apply)
Literature Reference-3.10i
TE:3.5.1: 195d, 205c, 213e, 221c, 221o, 221p,
221q, DI24
3.9 a-g
3A Informative/Explanatory
Use the writing process to complete the informative/explanatory writing. (see the curriculum guide for rubrics and further writing guidelines)
Page 35 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
3.12 The student will use available technology for reading and writing.
Big Idea:

Understand that reading and writing skills can be adapted for use with available technology
3.12 The student will use
(Apply)
available technology for
reading and writing.

Use available technology for
reading and writing.

Read electronic media to
gather specific information, to
gain knowledge, and for
enjoyment.

Use available technology to
compose, edit and share
writing as well as to interact
and collaborate with others.

Ask and respond to
questions about material
presented through various
media formats.
Resources
Literature Reference-3.12
TE:3.1.2: CW8, CW10
3.2.2: CW8, CW10
3.3.2: CW8, CW10
3.4.2: CW8, CW9
Page 36 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Fourth Nine Weeks
Review All SOLs/SOL Reading Test
3.11 The
a)
b)
c)
d)
student will write a short report.
Construct questions about the topic.
Identify appropriate resources.
Collect and organize information about the topic into a short report.
Understand the difference between plagiarism and using own words.
Big Idea:

Understand how information should be collected, analyzed and organized as a part of the process of writing a short report.
 Understand the difference between plagiarism and using their own words in their writing.
a) Construct questions about
(Create)
the topic.

Develop a list of questions
pertaining to a specific topic.
b) Identify appropriate
resources.

Identify and use appropriate
resources.
c)
Collect and organize
information about the topic
into a short report.

Focus on a central topic.

Follow the organization of
particular forms of writing for
short reports (e.g., opening,
grouping of like information
into clear paragraphs,
ordering of paragraphs so
that there is a logical flow of
information, and closing).
(Remember-Apply)
Literature Reference-3.11
TE: 3.1.1: 55b, 121b, 3.1.2: 159b,
193b 3.2.1: 231b, 265b, 3.2.2: 333b,
363b
Literature Reference-3.11a
TE: 3.1.1: 25b, 61b, 3.1.2: 127b,
165b 3.2.1: 205b, 271b, 3.2.2: 305b,
339b
(Analyze-Create)
Literature Reference-3.11b
TE: 3.3.1: 387b, 417b, 3.3.2: 485b,
517b 3.4.1: 35b, 69b, 3.4.2: 131b,
167b
Literature Reference-3.11c
TE: 3.3.1: 403b, 467b 3.3.2: 501b,
537b 3.5.1: 221b, 287b 3.5.2: 319b,
359b
Page 37 of 39
July 2016
3rd Grade English Pacing Guide
SOL Description
d) Understand the difference
between plagiarism and
using own words.

Review their written drafts so
that the language and/or
thoughts of another author
are given proper credit.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
(Understand)
Resources
Literature Reference-3.11d
TE: 3.2.2: 355c−355d
3.6.2: 521c
VDOE Lesson Plans-3.11
Organizing information into short reports
Plagiarism and crediting sources
Reference materials
3.9 a-g
4A Research (Short Report)
Use the writing process to complete the research report. (see the curriculum guide for rubrics and further writing guidelines)
Page 38 of 39
July 2016
3rd Grade English Pacing Guide
Suffolk Public Schools
Additional English Resources as Hyperlinks (may fit with multiple standards)
Newsela
Super teacher.com
ReadWriteThink
Jan Richardson Guided Reading
Read Theory
Newsela
Read Works (K-12 Grade Passages with Academic
Vocabulary)
eMediaVA
emediava.org
Wonderopolis
Lauracandler.com
Determining Importance Anchor Chart
http://goo.gl/DdIo77
PALS (Log-in to download resources for the following
skills: (Phonological Skills) Beginning Sounds, Blending,
Rhyme, Sound-to-Letter Segmentation (Literacy Skills)
Alphabet Rec, Comprehension, COW, Letter Sounds,
Print Knowledge, Vocabulary, Word Rec, Writing,
Spelling, Oral Reading in Context/Fluency.
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July 2016