Lafayette Parish School System
Social Studies
Instructional Framework
(Revised 2014)
3rd Grade – Social Living
Focus is on the state of Louisiana.
LAFAYETTE PARISH SCHOOL SYSTEM
2014-15 INSTRUCTIONAL FRAMEWORK
FOR THE SOCIAL STUDIES
The 2014-15 Lafayette Parish School System instructional framework addresses Louisiana Standards for Social Studies and
Common Core Standards. It is and organized into logical blocks of study to guide teaching and enhance learning. To achieve
instructional outcomes, teachers are encouraged to consider an “end in mind, backward design” approach as they utilize this
framework; the “end” being higher student achievement through rigorous planning and instruction.
According to the National Council for the Social Studies, Social Studies is the integrated study of the social sciences and
humanities to promote civic competence.Within the school program, social studies provides coordinated, systematic study
drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science,
psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics and natural sciences. The
primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the
public good as citizens of a culturally diverse, democratic society in an interdependent world. (NCSS, 1992}
The 2014-15 Social Studies Instructional Framework for the Lafayette Parish School System provides a guidefor Social Studies
teachers. The success of this framework depends on the exercise of high standards in instruction that will result in the
achievement of instructional outcomes and an increase in s t u d e n t performance on various assessments throughout the
school year.
The 2014-15 Lafayette Parish School System instructional framework is an extremely teacher friendly document that is stream-lined
and has been updated to ensure that teachers are aware of changes in requirements in the various Social Studies disciplines.
New features included in the 2014-15 Curriculum Maps are outlined below.
BLOCKS
Lafayette Parish School System uses the Louisiana Standards for Social Studies and Common Core Standards as the basis for
this framework. Blocks have been created to reduce the number of assessments necessary throughout the school year.
FOCUS
“UNITS” from the Louisiana Comprehensive Curriculum are now called FOCUS.
SUGGESTED TIME
The suggested time noted for each block of study is estimated. Some teachers may need more or less time and flexibility is at
the discretion of each individual teacher.
INSTRUCTIONAL OUTCOMES/STUDENT LEARNING TARGETS(SLT)
“Guiding questions” are now called instructional outcomes/student learning targets(SLT)
•
Instructional Outcomes/Student Learning Targets(SLT) refers to the behavioral expectations that are established
during planning. They state what the learner will be able to accomplish during the course of instruction.
•
TLW stands for "The Learner Will." The standards are stated in terms of what students will be able to do or learn
at the end of study.
ESSENTIAL STANDARDS AND EXPECTATIONS
As of 2011, the number of grade level expectations has been reduced in most disciplines and are now called expectations. The
new expectations are stated in general terms and many of them can be used for multiple topics. A copy of the standards and
expectations for the appropriate grade level is attached to this guide.
COMMON CORE LITERACY STRATEGIES TO ENGAGE STUDENTS refers to the use of literacy strategies that encourage
student driven instruction.
Lesson plans must include the strategies listed on the Curriculum Map at some point during
block study. These strategies address reading and/or writing skills that are outlined in the Common Core standards. The
selected strategies assure that students will be fully engaged individually or collaboratively. Again, these activities can be used
at teacher discretion.
RESOURCES
Each block includes a sampling of resources for teachers to refer to for information, activities, videos, worksheets,
powerpoint presentations and other media to enhance instruction. There are unlimited resources and teachers are
encouraged to utilize as many innovative resources as possible. As always, review of these sources should precede use
in the classroom.
COMPASS RUBRIC
The language of the 2014-15 framework and curriculum maps addresses several components of the Compass Rubric.
Instructional outcomes: see the Compass Rubric for further clarification Planning and Instruction: Domain 1c
Engage learners: see the Compass Rubric for further clarification Domain 3c
ACKNOWLEDGMENTS
Gabby Rio-Hernandez
3rd Grade and Social Living
Alice Boucher Elementary School
[email protected]
Jean-Philippe Warlet
Grade 1, French immersion
Prairie Elementary School
[email protected]
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
1ST NINE WEEKS
SOCIAL STUDIES FOCUS: Louisiana’s Geography
SUGGESTED TIME: Nine, 45-minute periods (August 12-August 22)
Test to be administered at end of 9 weeks or end of study.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. understand and describe the characteristics and uses of various maps.
2. use geographic tools to locate major geographic features on a map and compare various areas in Louisiana.
3. describe and compare various community settings in Louisiana.
4. explain patterns of settlement in Louisiana, past and present.
5. describe and compare the physical characteristics of various regions of Louisiana.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
Locate Louisiana in the world
SOC.3.3.1
Chapter 1, Lesson These strategies MUST be included
in lesson planning. 1ST NINE WEEKS
Geographic features
SOC.3.3.2
1: P. 10
CCSS
Robert La Salle
SOC.3.3.3
Physical characteristics of regions of Louisiana
Chapter 1, Lesson These strategies can be found in:
SOC.3.3.4
• “Reading Strategies for Social
Three regions of Louisiana: West Gulf Coastal Plain,
2: P. 18
Studies”
East Gulf Coastal Plain, and Mississippi River Plain. SOC.3.3.1.5
• “Writing Strategies for Social
Globe
Chapter 2, Lesson
SOC.3.3.2.3
Studies”
Reading different types of maps
1: P. 30
SOC.3.3.3.1-7
Templates posted on googledocs for
Map features
SOC.3.3.4.1-7
Bar graphs, picture graphs, circle graphs, charts,
Chapter 2, Lesson Social Studies.
Reading Strategy: “Coding the Text” diagrams, and grids.
2: P. 40
Questioning.
Using a compass and cardinal directions.
Writing Strategy: “Graphic Organizer” –
Adapting to physical environment.
P. H8-H18
Using text structure and text features.
Complete a timeline.
RESOURCES
http://www.crt.state.la.us/educationalresources (State park resources)
http://www.cajunculture.com (Louisiana
food and culture)
http://www.vermilionville.org (Vermilionville
Living History Museum and Village)
http://www.acadianvillage.org (Acadian
Village)
http://www.louisiana101.com (Louisiana
history)
http://www.louisianahistory.org (Louisiana
timeline and history)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
1ST NINE WEEKS
SCIENCE FOCUS: Measuring And Describing Matter
SUGGESTED TIME: Fourteen, 45-minute periods (August 25-September 12)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. cite what units of measurement are used to measure length and width.
2. select the appropriate tool to measure temperature, liquid volume, and mass.
3. distinguish what materials make up common objects.
4. describe what physical changes occur when matter changes states and what causes these changes.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Changes in states of matter
SCI.3.18-22
Unit 1
in lesson planning. 1ST NINE WEEKS
Water cycle process-evaporation, condensation, and
CCSS
precipitation
SCI.3.1-17
Lesson 1, pg. 20Identify original materials that make up common
29
These strategies can be found in:
• “Reading Strategies for Social
objects
Studies”
Science as inquiry-observe, investigate, predict, test,
Lesson 2, pg. 30•
“Writing Strategies for Social
experiment
39
Studies”
Five senses
Templates
posted on googledocs for
Measurement
Lesson 3, pg. 40Social Studies.
Equipment and tools
49
Reading Strategy: “Coding the Text” Interpret data
Questioning.
Express experiments
Unit 1 Review, pg.
Writing Strategy: “Graphic Organizer” –
Compare and classify objects
50-53
Using text structure and text features.
RESOURCES
United Streaming Videos
• Properties of Matter, Part 1
• Properties of Matter, Part 2
• Magic School Bus: Meet Molly Cule
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
1ST NINE WEEKS
SCIENCE FOCUS: Energy
SUGGESTED TIME: Nine, 45-minute periods (September 15—September 26)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe how the structure of an object changes the pitch and volume of sound.
2. describe the relation of an object’s color to its absorption and reflective properties.
3. identify materials that are a good conductor of heat and electricity and tell which materials make the best insulators.
4. describe the effect of color on the temperature of an object when it is exposed to sunlight.
5. diagram a circuit and identify the direction of electrical energy flow in an open and closed circuit.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry (i.e., pose and ask questions,
SCI.3.1-17
Unit 2
in lesson planning. 1ST NINE WEEKS
predict outcomes)
CCSS
SCI.3.27-33
Lesson 1, pg. 56Pitch, sound, and volume
69
Reflection and colored objects
These strategies can be found in:
• “Reading Strategies for Social
Absorption
Studies”
Lesson 2, pg. 70Insulators
• “Writing Strategies for Social
79
Movement of electricity
Studies”
Common forms of electricity (i.e., light, electricity,
Templates
posted on googledocs for
Lesson 3, pg. 80heat, and mechanical)
Social Studies.
89
Energy to move or lift objects
Lesson 4, pg. 9099
Unit 2 Review, pg.
100-103
Reading Strategy: “Coding the Text” Questioning.
Writing Strategy: “Graphic Organizer” –
Using text structure and text features.
RESOURCES
United Streaming Videos
• Getting to Know Energy
• Magic School Bus
http://www.eia.gov/kids/energy.cfm?page
=sf_experiments (energy kids)
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
1ST NINE WEEKS
SOCIAL STUDIES FOCUS: Changes In Louisiana’s Landscape
SUGGESTED TIME: Ten, 45-minute periods (September 29-October10)
Over Time
Test to be administered at end of 9 weeks or end of study.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe the human characteristics of places in Louisiana.
2. explain how people and the physical environment have changed over time in Louisiana.
3. describe ways in which people in Louisiana have modified the physical environment over time to meet basic needs.
4. name examples of physical processes affecting Louisiana.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
Population maps and settlement changes.
SOC 3.3.1-7
Chapter 3, Lesson These strategies MUST be included
in lesson planning. 1ST NINE WEEKS
Levee
SOC 3.3.2.1
1: P. 66-71
CCSS
Adapt to land changes.
SOC 3.3.2.3
Compass rose.
Chapter 3, Lesson These strategies can be found in:
SOC 3.3.4.1-7
• “Reading Strategies for Social
Cardinal directions.
2, P. 74-79
Studies”
Compare/describe physical characteristics of
• “Writing Strategies for Social
regions of Louisiana.
Studies”
Changes of settlement over time (i.e., rural, urban,
Templates
posted on googledocs for
and suburban)
Social Studies.
Maps and charts of land and vegetation.
Reading Strategy: “Coding the Text” Questioning.
Writing Strategy: “Graphic Organizer” –
Using text structure and text features.
RESOURCES
http://www.epa.gov/wetlands/education
(Wetlands information)
http://www.lpb.org/education/cyberchannel.
cfm (LPB shows)
http://srwqis.tamu.edu/media/10213/pub
2993layardslowres.pdf http://www.sos.la.g
ov/HistoricalResources/Pages/default.aspx
(Louisiana state facts)
http://www.louisiana101.com (Louisiana
history)
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
2ND NINE WEEKS
SOCIAL STUDIES FOCUS: Louisiana’s History and People
SUGGESTED TIME: Ten, 45-minute periods (October 13- October 23)
Test to be administered at end of 9 weeks or end of study.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. explain patterns of settlements in Louisiana across time.
2. explain why people settled in Louisiana and how the physical environment was adapted to meet their needs.
3. identify role models of responsible citizenship in the past and present.
4. compare various cultures and identify the cultural elements that have contributed to Louisiana’s heritage.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
Charts, graphs, diagrams, maps, tables
SOC 3.3.1.1-7
Chapter 5, Lesson These strategies MUST be included
in lesson planning. 2ND NINE WEEKS
Customs
SOC 3.3.2.1-4
1, P. 124-127
CCSS
Festivals and their host cities
SOC 3.3.4.1-2
Chapter 5, Lesson
Adapting to the physical environment
2, P. 130-141
SOC 3.3.4.4-7
These strategies can be found in:
• “Reading Strategies for Social
Culture
Chapter 11,
Studies”
Qualities of good citizens
Lesson 1, P. 288•
“Writing Strategies for Social
Timeline.
291
Studies”
Primary and secondary sources.
Chapter 11,
Templates
posted on googledocs for
Compare family life and community life then and
Lesson 2, P. 296Social Studies.
now
301
Reading Strategy: “Concept of Definition
Early settlers
Chapter 12,
Map” – Developing Vocabulary.
Louisiana development
Lesson 1: P. 306Writing Strategy: “Think Sheet” – Using
State and national landmarks and symbols
309
and Building Prior Knowledge.
Migrations to Louisiana
Chapter 12,
RESOURCES
Lesson 2: P. 314http://www.educationworld.com/a_curr/curr
329
008.shtml#second (Teaching Citizenship’s
P. H2, Good
Five Themes)
Citizens
http://www.louisiana101.com (Louisiana
Sources, P. 148
history)
http://www.louisianahistory.org (Louisiana
R26 and R27
timeline and history)
http://www.cajunculture.com (Louisiana
food and culture)
http://www.vermilionville.org/
http://www.acadianvillage.org (Acadian
Village)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
2ND NINE WEEKS
SCIENCE FOCUS: Rocks, Soils, And Change
SUGGESTED TIME: Ten, 45-Minute Periods (October 29—November 12)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe the composition of rocks.
2. explain how Earth’s processes have affected their neighborhood.
3. identify igneous, sedimentary, and metamorphic rocks.
4. identify the components of soil.
5. identify the characteristics of fossils.
6. explain how fossil records are used to learn about the past.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These
strategies
MUST be included
Science as inquiry-experiments
SCI.3.1-17
Unit 4
in lesson planning. 2ND NINE WEEKS
Composition of rocks and minerals
SCI.3.45-46
CCSS
Earth’s processes
Lesson 1, pg. 154SCI.3.50-52
3 types of rocks and their characteristics
163
These strategies can be found in:
• “Reading Strategies for Social
Components of soil
Studies”
Layers of soil
Lesson 2, pg. 164• “Writing Strategies for Social
Fossils-to learn about past
175
Studies”
Natural resources
Templates
posted on googledocs for
Lesson 3, pg. 176Social Studies.
185
Lesson 4, pg. 186195
Unit 4 Review, pg.
196-199
Reading Strategy: “Concept of Definition
Map” – Developing Vocabulary.
Writing Strategy: “Think Sheet” – Using
and Building Prior Knowledge.
RESOURCES
http://www.geology.about.com/library/bl
/images/blrockindex.htm (Rock picture
gallery)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
2ND NINE WEEKS
SCIENCE FOCUS: Weather Patterns
SUGGESTED TIME: Ten, 45-minute periods (November 13-December 5)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. differentiate weather from climate.
2. describe the processes in the water cycle.
3. identify and construct simple weather instruments to record the changes in the weather.
4. accurately read and record the information gathered by each weather instrument.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry
SCI 3.1-17
Unit 8
in lesson planning. 2ND NINE WEEKS
Difference between weather and climate
SCI 3.20
CCSS
Water cycle
Lesson 1, pg. 340SCI 3.47
Climate patterns over time
353
SCI 3.48
These strategies can be found in:
• “Reading Strategies for Social
SCI 3.49
Studies”
Lesson 2, pg. 354• “Writing Strategies for Social
362
Unit 8 Review, pg.
364-367
Studies”
Templates posted on googledocs for
Social Studies.
Reading Strategy: “Concept of Definition
Map” – Developing Vocabulary.
Writing Strategy: “Think Sheet” – Using
and Building Prior Knowledge.
RESOURCES
http://www.epa.gov/climatechange/kids/
(EPA’s Kid’s Site)
Google: weather (city) la
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
2ND NINE WEEKS
SOCIAL STUDIES FOCUS: Louisiana’s Economy
SUGGESTED TIME: Five, 45-minute periods, (December 8-December 12)
Test to be administered at end of 9 weeks or end of study.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. provide examples of economic choice and explain the concept of opportunity cost.
2. understand the concept of specialization and interdependence of goods and services.
3. understand the relationship between producers and consumers.
4. understand basic principles of supply and demand.
5. discuss trade and how it benefits the parties involved.
6. identify some of the major goods and services produces in Louisiana.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
Bar, picture, and circle graphs.
SOC.3.3.4.4-7
Chapter 8, Lesson These strategies MUST be included
in lesson planning. 2ND NINE WEEKS
Comparative shopping
SOC.3.3.7.1-3
1: P. 200-207
CCSS
Producers and consumers and how they depend on SOC.3.3.8.1-4
each other.
Chapter 8, Lesson These strategies can be found in:
SOC.3.3.9.1-2
• “Reading Strategies for Social
Specialization.
2: P. 210-217
SOC.3.3.10.1-2
Studies”
Interdependence.
•
“Writing Strategies for Social
Goods and services.
Studies”
Jobs.
Templates
posted on googledocs for
Trade in local communities.
Social Studies.
Supply and demand.
Reading Strategy: “Concept of Definition
Goods and services of Louisiana.
Map” – Developing Vocabulary.
Writing Strategy: “Think Sheet” – Using
and Building Prior Knowledge.
RESOURCES
http://www.lsuagcenter.com/en/crops_livest
ock/crops/sugarcane/ (Sugar resources)
http://www.lsuagcenter.com/en/crops_livest
ock/crops/rice/ (Rice resources)
http://www.lsuagcenter.com/en/crops_livest
ock/aquaculture/crawfish/ (Crawfish
resources)
http://www.nass.usda.gov/ (National
Agricultural Statistics Service resources)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
2ND NINE WEEKS
SCIENCE FOCUS: The Solar System
SUGGESTED TIME: Five 45-minute periods, (December 15-December 19)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. explain why the Sun appears to be at different places in the sky during the day.
2. explain why shadows get longer or shorter and change direction over time.
3. name the planets in order from the Sun.
4. explain how the rotation of Earth causes day and night.
5. explain the results of the revolution of the Earth around the Sun.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry.
SCI 3.1-17
Unit 6
in lesson planning. 2ND NINE WEEKS
Shadows.
SCI 3.47-49
CCSS
Seasons.
Lesson 1, pg. 264SCI 3.53-56
Observe location of the sun throughout the day.
273
These strategies can be found in:
• “Reading Strategies for Social
Order of the planets
Studies”
Patterns of changes in the sun’s position.
Lesson 2, pg. 274• “Writing Strategies for Social
Rotation-day and night.
283
Studies”
Revolution-year.
Templates
posted on googledocs for
Unit 6 Review, pg.
Social Studies.
284-287
Reading Strategy: “Concept of Definition
Map” – Developing Vocabulary.
Writing Strategy: “Think Sheet” – Using
and Building Prior Knowledge.
RESOURCES
http://science.nationalgeographic.com/s
cience/space/solar-system (Solar
system resources)
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
3RD NINE WEEKS
SOCIAL STUDIES FOCUS: Louisiana’s Riches
SUGGESTED TIME: Thirteen 45-minute periods, (January 6-January 23)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. identify natural resources in Louisiana and their uses and importance.
2. identify various resources in the production of goods and provision of services.
3. identify goods produced in the local community and Louisiana and how these goods are shipped elsewhere for sale.
4. understand the concepts of scarcity and abundance.
5. compare benefits and costs when making choices.
6. identify the concepts of specialization and interdependence.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
Supply and demand.
SOC 3.3.4.1-7
Chapter 4, Lesson These strategies MUST be included
in lesson planning. 3RD NINE WEEKS
Natural resources and their uses
SOC 3.3.7.1-3
1: P. 88-93
CCSS
Scarcity and abundance
SOC 3.3.8.1-4
Resources
Chapter 4, Lesson These strategies can be found in:
SOC 3.3.9.1-2
• “Reading Strategies for Social
Benefits and costs when making choices
2: P. 98-109
SOC 3.3.10.1-2
Studies”
Saving money
• “Writing Strategies for Social
Producers and consumers
Chapter 7, Lesson
Studies”
Natural, human, and capital resources
1: P. 178-183
Templates posted on googledocs for
Social Studies.
Reading Strategy: “Sketching Through
Text”-Using Visual Representations and
mental imagery.
Writing Strategy: “Text and Subtext”-Using
Prediction and inference.
RESOURCES
http://lacoast.gov/education/kids/Index.htm
(Louisiana games and resources)
http://www.lsuagcenter.com/en/crops_livest
ock/crops/sugarcane/ (Sugar resources)
http://www.lsuagcenter.com/en/crops_livest
ock/crops/rice/ (Rice resources)
http://www.lsuagcenter.com/en/crops_livest
ock/aquaculture/crawfish/ (Crawfish
resources)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
3RD NINE WEEKS
SCIENCE FOCUS: Forces And Motion
SUGGESTED TIME: Seven 45-minute periods (January 26-February 3)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. explain how force is a push or a pull on an object.
2. describe the relationship of the height of an inclined plane and the distance and object will roll.
3. explain how the height of an inclined plane determines the speed at which an object moves.
4. describe how the effect of friction determines an object’s movement.
5. observe and analyze shadows and the apparent path of the Sun across the sky from data collected.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry
SCI 3.1-17
Unit 3
in lesson planning. 3RD NINE WEEKS
Push and pull
SCI 3.23-26
CCSS
Forces
Lesson 1, pg. 106Motion and position
115
These strategies can be found in:
• “Reading Strategies for Social
Simple machines
Studies”
Lesson 2, pg. 116•
“Writing Strategies for Social
125
Lesson 3, pg. 126135
Lesson 4, pg. 136147
Unit 3 Review, pg.
148-151
Studies”
Templates posted on googledocs for
Social Studies.
Reading Strategy: “Sketching Through
Text”-Using Visual Representations and
mental imagery.
Writing Strategy: “Text and Subtext”-Using
Prediction and inference.
RESOURCES
http://www.beaconlearningcenter.com/webl
essons/simplemachines/machines005.htm
(Simple machines vocabulary)
http://www.eduscapes.com (Miscellaneous
resources)
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
3RD NINE WEEKS
SUGGESTED TIME: Seven 45-minute periods (February 4-February 12)
SOCIAL STUDIES FOCUS: Governments: The State Of
Louisiana And The United States
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. identify the role of state government and how it helps society.
2. explain the responsibilities of individuals in making a community a better place to live.
3. identify how citizens can help solve community problems.
CONTENT
EXPECTATIONS
TEXTBOOK
(formerly called GLEs)
ALIGNMENT
Concepts, Figures, and Events
How the state government meets the needs of
society.
Responsibilities of citizens.
Solving problems.
Services of the state government
SOC 3.3.5.1-6
SOC 3.3.6.1-3
Chapter 10,
Lesson 1: P. 256261
Chapter 10,
Lesson 2: P. 264267
COMMON CORE LITERACY
STRATEGIES TO ENGAGE
STUDENTS
These strategies MUST be included
in lesson planning. 3RD NINE WEEKS
CCSS
These strategies can be found in:
•
“Reading Strategies for Social
Studies”
• “Writing Strategies for Social
Studies”
Templates posted on googledocs for
Social Studies.
Reading Strategy: “Sketching Through
Text”-Using Visual Representations and
mental imagery.
Writing Strategy: “Text and Subtext”-Using
Prediction and inference.
RESOURCES
http://www.kidsvotingusa.org (Voting
and elections)
*Extra resources at the end of document
SOCIAL LIVING
3rd GRADE
CURRICULUM MAP 2014-2015
3RD NINE WEEKS
SOCIAL STUDIES FOCUS: Louisiana’s Leaders
SUGGESTED TIME: Eighteen 45-minute periods (February 23-March 18)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe the major responsibilities of state government and key government positions.
2. identify individuals responsible for making and enforcing state laws.
3. distinguish between rules and laws.
4. identify the qualities of a good citizen.
5. identify services provided by the state government.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
State laws and people responsible for making the
SOC 3.3.5.1-6
Chapter 9, Lesson These strategies MUST be included
in lesson planning. 3RD NINE WEEKS
laws
SOC 3.3.6.1-3
1: P. 236-241
CCSS
Necessity of state government and meeting our
needs
Chapter 9, Lesson These strategies can be found in:
• “Reading Strategies for Social
Major responsibilities of the state government and
2: P. 242-247
Studies”
services provided
• “Writing Strategies for Social
Powers of state government officials
Studies”
Difference between laws and rules.
Templates
posted on googledocs for
Characteristics of good citizens
Social Studies.
Election of officials
Reading Strategy: “Sketching Through
Text”-Using Visual Representations and
mental imagery.
Writing Strategy: “Text and Subtext”-Using
Prediction and inference.
RESOURCES
http://www2.lhric.org/pocantico/election/ca
mpaign4.htm (Elections)
http://www.crt.louisiana.gov/tourism/inde
x (Louisiana Capitol)
http://awesomeamerica.com/louisiana
(State symbols and facts about Louisiana)
http://kidsvotingusa.org (Voting and
elections)
http://www.kidsnewsroom.org (News)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
4TH NINE WEEKS
SCIENCE FOCUS: Plant And Animal Systems
SUGGESTED TIME: Twenty, 45-minute periods (March 19-May 1) *test
prep PARC Phase I March 2-March 27, state testing Leap/iLeap Social
Living April14-15, test prep PARC Phase II April 27-May22
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe what the human body needs to grow and be healthy.
2. give examples of how the structures of plants and animals enable each to meet their basic needs.
3. cite common characteristics that are used to classify groups of organisms.
4. describe the components and function of the digestive system and the skeletal system.
5. describe what is meant by a balanced daily diet and determine if he or she (as well as his or her classmates) is meeting the requirements.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry-experiments.
SCI 3.1-17
Unit 5
in lesson planning. 4TH NINE WEEKS
Human body-needs for growing.
SCI 3.34-44
CCSS
Animal structures
Lesson 1, pg. 202Plant structures
211
These strategies can be found in:
• “Reading Strategies for Social
Plant functions
Studies”
Classify organisms
Lesson 2, pg. 212•
“Writing Strategies for Social
Compare organisms
223
Studies”
Body systems
Templates
posted on googledocs for
Healthy eating habits
Lesson 3, pg. 224Social Studies.
Food Pyramid and balanced meals
235
Reading Strategy: “Rank – Ordering Retell
Graph, analyze, and interpret data
- Summarizing.
Lesson 4, pg. 236- Writing Strategy: “GIST (Generating
245
Interactions between Schemata and Text)”Summarizing.
Lesson 5, pg. 246257
Unit 5 Review, pg.
258-261
RESOURCES
http://www.brainpop.com (Plants)
http://www.cnpp.usda.gov/myplate.htm
(USDA)
http://www.lpb.org/cyberchannel (Video on
Demand)
http://www.fda.gov/Food/default.htm
(USFDA, How to Read and Use Nutrition
Labels)
*Extra resources at the end of document
SOCIAL LIVING (SCIENCE)
3rd GRADE
CURRICULUM MAP 2014-2015
4TH NINE WEEKS
SCIENCE FOCUS: The Environment
SUGGESTED TIME: Fifteen, 45-minute periods (May 4 - May 22)
Test prep PARC Phase II April 27-May22
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. describe the interrelationships between the living and nonliving components of the environment.
2. describe how changes to a habitat affect the organisms that live there.
3. give both negative and positive changes in natural habitats that are caused by humans and how those changes affect animal and plant
populations.
4. list natural resources that are used to manufacture products.
5. describe how renewable and nonrenewable resources can be replenished or depleted.
CONTENT
EXPECTATIONS
TEXTBOOK
COMMON CORE LITERACY
(formerly called GLEs)
ALIGNMENT
STRATEGIES TO ENGAGE
Concepts, Figures, and Events
STUDENTS
These strategies MUST be included
Science as inquiry
SCI 3.1-17
Unit 7
in lesson planning. 4TH NINE WEEKS
Living and nonliving things
SCI 3.57-62
CCSS
Humans’ positive and negative effects on organisms
Lesson 1, pg. 290Natural resources used in common products
299
These strategies can be found in:
• “Reading Strategies for Social
Renewable and nonrenewable resources.
Studies”
Endangered animals in Louisiana.
Lesson 2, pg. 300•
“Writing Strategies for Social
Animals that have recovered and are no longer
309
Studies”
endangered.
Templates
posted on googledocs for
Lesson 3, pg. 310Social Studies.
321
Lesson 4, pg. 322333
Reading Strategy: “Rank – Ordering Retell
- Summarizing.
Writing Strategy: “GIST (Generating
Interactions between Schemata and Text)”Summarizing.
RESOURCES
http://www.epa.gov/epawaste/education/
index.htm
http://www.wlf.louisiana.gov/wildlife/spec
ies-parish-list (endangered animals)
http://www.kidsplanet.org/factsheets/map.ht
ml (E-species fact sheets)
*Extra resources at the end of document
Resources
□
□
Social Studies Focus: Louisiana’s Geography
o United Streaming Videos
 French Explorers: Colonization of Louisiana and the French
 Louisiana Purchase: Lewis and Clark
 Along the Southeastern Coastline
o Promethean Planet
 Economics Vocabulary (Search keyword: economics)
 Economy (Search keyword: economics)
o Books
 Louisiana Survivor Game Book by Carole Marsh
 Louisiana Wheel of Fortune Game Book by Carole Marsh
 Louisiana Millionaire Game Book by Carole Marsh
 The Lovely Louisiana Coloring Book by Carole Marsh
 Louisiana Native Americans by Carole Marsh
 Terrific Timeline Tools for Teachers by Carole Marsh
Social Studies Focus: Changes in Louisiana’s Landscape Over Time
o United Streaming Videos
 Earthworks of the 1st Louisianans: A Planned Community
 Tools of the 1st Louisianans
o Promethean Planet
 Weather Hurricanes
 Hurricane Havoc
o Games
 Louisiana Bingo: Geography Edition (Gallopade International)
 Louisiana Bingo: History Edition (Gallopade International)
o Books
 Communities at Work: Who’s Who in a Neighborhood by Jake Miller
 Communities at Work: Who’s Who in a Rural Community by Jake Miller
 Communities at Work: Who’s Who in a School Community by Jake Miller
 Communities at Work: Who’s Who in a Suburban Community by Jake Miller
 What is a Map? By Lauren Weidenman
 Louisiana Jeopardy! Answers and Questions about Our State by Carole Marsh
 Louisiana Geography: A Fun Run Through Our State by Carole Marsh
 Louisiana Geography Projects by Carole Marsh
 Louisiana People Projects by Carole Marsh
 The Lovely Louisiana Coloring Book by Carole Marsh
 Uniquely Louisiana by Donna Loughran
 Louisiana: From Sea to Shining Sea by Ellan MaCaulay
□
□
□
□
Social Studies Focus: Louisiana’s History and People
o Books
 Louisiana People Projects by Carole Marsh
 Louisiana: From Sea to Shining Sea by Carole Marsh
 Going to School in Colonial America by Shelley Swanson Sateren
 Going to School in Pioneer Times by Shelley Swanson Sateren
Social Studies Focus: Louisiana’s Leaders
o Promethean Planet
 Government
o Books
 Communities at Work: Community Rules-Making and Changing Rules and Laws in Communities by Angela Catalana
 A Day in the Life of a Major (The Kids’ Career Library) by Liza N. Burby
 Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana
 Power to the People: How We Elect the President and Others by Kevin Cunningham
 The City Mayor by Terri DeGezelle
 The State Governor by Mary Firestone
 The State Judicial Branch by Mary Firestone
 The State Legislative Branch by Mary Firestone
 Let’s Visit the Bank by Marjanne Johnston
 Let’s Visit the Fire Station by Marjanne Johnston
 Let’s Visit the Police Station by Marjanne Johnston
 Let’s Visit the Post Office by Marjanne Johnston
 Let’s Visit the Supermarket by Marjanne Johnston
Social Studies Focus: Louisiana’s Riches
o United Streaming Videos
 Louisiana Seafood Board
o Books
 Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana
 Communities at Work: Community Plans-Making Choices About Money in Communities by Angela Catalana
 Lemonade for Sale by Stuart J. Murphy (Bar Graphs)
 All About Money by Natalie M. Rosinsky
 Earning Money by Natalie M. Rosinsky
 Saving Money by Natalie M. Rosinsky
 Spending Money by Natalie M. Rosinsky
 If You Made a Million by David M. Schwartz
Social Studies Focus: Governments: The State of Louisiana and the United States
o Books
 A Day in the Life of a Major (The Kids’ Career Library) by Liza N. Burby
 The City Mayor by Terri DeGezelle
 The State Governor by Mary Firestone
 The State Judicial Branch by Mary Firestone
 The State Legislative Branch by Mary Firestone
 Communities at Work: Community of Spirit-Symbols of Citizenship by Angela Catalana
 Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana
□
□
□
□
Social Studies Focus: Louisiana’s Economy
o United Streaming Videos
 Money Smarts
o Promethean Planet
 Economics
 Goods vs. Services
o Books
 Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana
 Communities at Work: Community Plans-Making Choices About Money in Communities by Angela Catalana
 Lemonade for Sale by Stuart J. Murphy (Bar Graphs)
 All About Money by Natalie M. Rosinsky
 Earning Money by Natalie M. Rosinsky
 Saving Money by Natalie M. Rosinsky
 Spending Money by Natalie M. Rosinsky
 If You Made a Million by David M. Schwartz
Social Studies General Resources
o Websites
 http://house.louisiana.gov/pubinfo/kids.htm (Louisiana Kids Fun and Education Page)
 http://www.louisiana101.com (Louisiana history)
 http://www.louisianahistory.org (Louisiana timeline and history)
 www.cicerohistory.com
 www.streaming.discoveryeducation.com
 www.loc.gov (Library of Congress)
 www.nara.gov (National Archives)
 “America: The Story of US”
Science Focus: Measuring and Describing Matter
o Promethean Planet
 What is Matter?
 Matter Review
o United Streaming Videos
 Properties of Matter, Part 1
 Properties of Matter, Part 2
 Magic School Bus: Meet Molly Cule
o Books
 Energy Makes Things Happen by Kimberly Brubaker
 Pass the Energy, Please! By Barbara Shaw
 Energy is Everywhere by June Young
Science Focus: Energy
o United Streaming Videos
 Getting to Know Energy
 Magic School Bus
□
□
□
□
Science Focus: Forces and Motion
o Promethean Planet
 Forces-Motion
 Forces and Motion: An Introduction
o Books
 Move It! By Adrienne Mason
 Forces and Motion by Tom DeRosa and Carolyn Reeves
 Forces Make Things Move by Kimberly Brubaker Bradley
Science Focus: Rocks, Soils, and Change
o Promethean Planet
 3 Types of Rocks
 Rocks and Minerals
 Geology Rock Cycle
o Books
 Minerals, Rocks, and Soil by Barbara J. Davis
 Rocks: Hard, Soft, Smooth, and Rough by Rosinsky, Natalie M, John, and Mathew
 If You Find a Rock by Peggy Christian and Barbara Lember
 Life in a Bucket of Soil by Alvin and Virginia Silverstein
 A Handful of Dirt by Raymond Bial
 The Disappearing Mountain and Other Earth Mysteries by Richard Spilsburg
Science Focus: Plant and Animal Systems
o Promethean Planet
 The Digestive System
o United Streaming Videos
 Magic School Bus: Phoebe Gets Planted
o Books
 From Seed to Plant by Gail Gibbons
 Magic School Bus Plants a Seed by Joanne Cole
 Oh Say Can You Seed by Bonnie Worth
 Animals Should Definitely Not Wear Clothing by Judi and Ron Barrett
 Eric Carle’s Animals, Animals by Laura Whipple and Eric Carle
Science Focus: The Solar System
o Promethean Planet
 The Solar System
 Planets
o Books
 There’s No Place Like Space by Tish Rabe
 Our Solar System by Seymour Simon
 The Planets in Our Solar System by Kevin O’Malley
□
□
□
Science Focus: The Environment
o Books
 Conservation and Natural Resources by Paul Barnett
 What is Scarcity of Resources? By Jessica Cohn
 Heroes of the Environment by Harriet Rohmer
 The Lorax by Dr. Seuss
 The Great Kapok Tree by Lynne Cherry
Science Focus: Weather Patterns
o Promethean Planet
 Water Cycle
 Weather Conditions
 Weather Maps
o Books
 Wild Weather Soup by Cardine Formby
 Flash, Crash, Rumble, and Roll by True Kelley
 Oh Say Can You Say What’s the Weather Today by Tish Rabe
Miscellaneous Science Resources
o Websites
 http://www.sciencebuddies.org (Resources)
 http://portal.acs.org/portal/PublicWebSite/education/whatischemistry/scienceforkids/index.htm (Science for Kids)
 http://www.kids.nationalgeographic.com (National Geographic Kids)
 http://www.tryscience.org (Experiments, Field Trips, Adventures in Science)
 http://www.sciencekids.co.nz (Science Kids)
 http://www.kids-science-experiments.com (Kids Science Experiments)
 http://www.fossils-facts-and-finds.com (Fossils)
 http://www.superteacherworksheets.com
 http://www.busyteachercafe.com
 http://www.atozteacherstuff.com (Includes experiment ideas)
 http://www.timeforkids.com
 http://www.nationalgeographic.com
Miscellaneous Instructional Obligations
CONSTITUTION DAY
Principals/Assistant Principals,
Please assist in communicating to all social studies teachers at all grade levels the importance of recognizing the anniversary of the ratification of
the United States Constitution, which is celebrated on September 17th. The list below contains a number of useful resources.
Teachers,
Please use this opportunity to celebrate the ratification of our Constitution with your students. Listed below are a few websites that can be used to
pull activities for all grade levels. There are many additional websites with activities available.
1. http://www.constitutionday.cc/ (Constitution Day)
2. http://www.constitutioncenter.org/ncc_progs_Constitution_Day.aspx (National Constitution Center)
3. http://www.billofrightsinstitute.org/page.aspx?pid=593 (Bill of Rights Institute)
4. http://www.theteacherscorner.net/seasonal/constitution/index.php (Teachers' Corner)
5. http://www.archives.gov/fed-employees/constitution-day.html (National Archives)
6. http://new.civiced.org/resources/curriculum/constitution-day-and-citizenship-day (Center for Civic Education)
7. http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution_day/index.asp?article=benfranklin (Scholastic News)
In addition, please use the information for the Louisiana bicentennial.
http://www.louisianabicentennial2012.com/
2014-15 LOUISIANA STRANDS, STANDARDS, AND EXPECTATIONS
RD
3 GRADE SOCIAL STUDIES
SOC.3 History Strand
SOC.3.3.1 - [Standard] - Students use chronological and historical thinking skills to understand the difference between life in Louisiana past and present.
• SOC.3.3.1.1 - [Expectation] - Create timelines that identify important events in the history of Louisiana
• SOC.3.3.1.2 - [Expectation] - Explain how technology has changed family and community life in Louisiana over time
• SOC.3.3.1.3 - [Expectation] - Use distinctive vocabulary to sequence events related to Louisiana history
• SOC.3.3.1.4 - [Expectation] - Compare and contrast state and national historical symbols
• SOC.3.3.1.5 - [Expectation] - Categorize landmarks as state and national
• SOC.3.3.1.6 - [Expectation] - Compare and contrast the influence of cultural groups in Louisiana
• SOC.3.3.1.7 - [Expectation] - Identify community and regional historical artifacts, including primary sources, to answer historical questions
SOC.3.3.2 - [Standard] - Students analyze how historical people and events have contributed to the diversity of Louisiana.
• SOC.3.3.2.1 - [Expectation] - Explain how major explorers and leaders contributed to the early development of Louisiana
• SOC.3.3.2.2 - [Expectation] - Differentiate between early Native American cultures that lived in the regions of Louisiana
• SOC.3.3.2.3 - [Expectation] - Identify the causes and effects of migration on Louisiana
• SOC.3.3.2.4 - [Expectation] - Identify cultural elements that have contributed to the state's heritage
SOC.3 Geography Strand
SOC.3.3.3 - [Standard] - Students locate and interpret major geographic features of Louisiana.
• SOC.3.3.3.1 - [Expectation] - Describe characteristics and uses of various types of maps
• SOC.3.3.3.2 - [Expectation] - Identify the hemispheres in which Louisiana is located
• SOC.3.3.3.3 - [Expectation] - Locate various communities and cities in Louisiana using cardinal and intermediate directions
• SOC.3.3.3.4 - [Expectation] - Locate and label major geographic features of Louisiana on a map
• SOC.3.3.3.5 - [Expectation] - Differentiate between a town, parish, state, and country in which the student lives using a political map
• SOC.3.3.3.6 - [Expectation] - Construct an outline map of Louisiana from memory
• SOC.3.3.3.7 - [Expectation] - Locate specific places on a map using a simple grid system
SOC.3.3.4 - [Standard] - Students examine how the people and the physical geography of Louisiana have directly influenced each other.
• SOC.3.3.4.1 - [Expectation] - Compare and contrast the physical features of various regions of Louisiana
• SOC.3.3.4.2 - [Expectation] - Explain historical patterns of settlement in Louisiana using maps
• SOC.3.3.4.3 - [Expectation] - Describe how people have changed the land to meet their basic needs over time in Louisiana
• SOC.3.3.4.4 - [Expectation] - Explain how humans have adapted to the physical environment in different regions of Louisiana
• SOC.3.3.4.5 - [Expectation] - Describe how humans affect the environment in Louisiana
• SOC.3.3.4.6 - [Expectation] - Distinguish between urban, suburban, and rural communities in Louisiana
• SOC.3.3.4.7 - [Expectation] - Describe the importance of natural resources in Louisiana using maps
SOC.3 Civics Strand
SOC.3.3.5 - [Standard] - Students analyze the structures and function of local and state government.
• SOC.3.3.5.1 - [Expectation] - Explain the difference between rules and laws
• SOC.3.3.5.2 - [Expectation] - Explain who is responsible for enforcing state and local laws
• SOC.3.3.5.3 - [Expectation] - Investigate the major responsibilities of the three branches of local and state government
• SOC.3.3.5.4 - [Expectation] - Explain how local and state governments meet the basic needs of society
• SOC.3.3.5.5 - [Expectation] - Discuss the powers of local and state officials
• SOC.3.3.5.6 - [Expectation] - Compare how government officials at the state and national levels are elected
SOC.3.3.6 - [Standard] - Students investigate their role as a citizen of Louisiana.
• SOC.3.3.6.1 - [Expectation] - Explain the rights and responsibilities of individuals in making a community and state a better place to live
• SOC.3.3.6.2 - [Expectation] - Describe the qualities of a good leader and citizen
• SOC.3.3.6.3 - [Expectation] - Describe how a citizen can help solve a local issue
SOC.3 Economics Strand
SOC.3.3.7 - [Standard] - Students develop an understanding of earning income, saving, and spending money in order to acquire economic decisionmaking skills.
• SOC.3.3.7.1 - [Expectation] - Identify various ways that people earn income and how earning income contributes to the economic well-being of
their community and state
• SOC.3.3.7.2 - [Expectation] - List different ways people save their income and explain the advantages and disadvantages of each
• SOC.3.3.7.3 - [Expectation] - Explain the benefits of comparative shopping when making economic decisions
SOC.3.3.8 - [Standard] - Students make connections between the U.S. economic system and how it affects their daily lives.
• SOC.3.3.8.1 - [Expectation] - Investigate the economic concepts of opportunity cost, scarcity, and surplus/shortage and give examples of each
based on needs and wants
• SOC.3.3.8.2 - [Expectation] - Investigate ways in which people are producers and consumers and explain why they depend on one another
• SOC.3.3.8.3 - [Expectation] - Describe the basic concepts of supply and demand and explain how competition affects the prices of goods and
services
• SOC.3.3.8.4 - [Expectation] - Explain how producers and consumers affect prices
SOC.3.3.9 - [Standard] - Students develop an understanding of key economic concepts and the role of certain types of occupations in the economy.
• SOC.3.3.9.1 - [Expectation] - Explain the concepts of specialization and interdependence in the production of goods and services
• SOC.3.3.9.2 - [Expectation] - Investigate the responsibilities and characteristics of various jobs
SOC.3.3.10 - [Standard] - Students explain how people engage in trade and the economic benefits of trade.
• SOC.3.3.10.1 - [Expectation] - Differentiate between imports and exports of goods in Louisiana
• SOC.3.3.10.2 - [Expectation] - Distinguish between the use of money and barter
2014-15 LOUISIANA STRANDS, STANDARDS, AND EXPECTATIONS
RD
3 GRADE SCIENCE
SCI.3 Science as Inquiry Strand
SCI.3. - [Standard] - The Abilities to Do Scientific Inquiry
• SCI.3.1 - [Expectation] - Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
• SCI.3.2 - [Expectation] - Pose questions that can be answered by using students' own observations, scientific knowledge, and testable scientific
investigations
• SCI.3.3 - [Expectation] - Use observations to design and conduct simple investigations or experiments to answer testable questions
• SCI.3.4 - [Expectation] - Predict and anticipate possible outcomes
• SCI.3.5 - [Expectation] - Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data)
• SCI.3.6 - [Expectation] - Use the five senses to describe observations
• SCI.3.7 - [Expectation] - Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units
• SCI.3.8 - [Expectation] - Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated
cylinders) and units of measurement to observe and collect data
• SCI.3.9 - [Expectation] - Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written
explanations as appropriate
• SCI.3.10 - [Expectation] - Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or
make a prediction
• SCI.3.11 - [Expectation] - Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments
(e.g., drawings, journals, reports, presentations, exhibitions, portfolios)
• SCI.3.12 - [Expectation] - Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles,
hair ties)
SCI.3. - [Standard] - Understanding Scientific Inquiry
• SCI.3.13 - [Expectation] - Identify questions that need to be explained through further inquiry
• SCI.3.14 - [Expectation] - Distinguish between what is known and what is unknown in scientific investigations
• SCI.3.15 - [Expectation] - Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens,
microscope)
• SCI.3.16 - [Expectation] - Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or
experiment
• SCI.3.17 - [Expectation] - Explain and give examples of how scientific discoveries have affected society
SCI.3 Physical Science Strand
SCI.3. - [Standard] - Properties of Objects and Materials
• SCI.3.18 - [Expectation] - Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity,
tendency to float or sink in water)
• SCI.3.19 - [Expectation] - Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass
• SCI.3.20 - [Expectation] - Measure temperature by using Fahrenheit and Celsius thermometers and compare results
• SCI.3.21 - [Expectation] - Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb)
• SCI.3.22 - [Expectation] - Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating,
condensing, boiling
SCI.3. - [Standard] - Position and Motion of Objects
• SCI.3.23 - [Expectation] - Demonstrate how force is a push or a pull by using students' bodies, toy cars, or balls
• SCI.3.24 - [Expectation] - Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how
much the object will move
• SCI.3.25 - [Expectation] - Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky)
• SCI.3.26 - [Expectation] - Explain the effect of varying amounts of force on the motion of an object
SCI.3. - [Standard] - Forms of Energy
• SCI.3.27 - [Expectation] - Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of
sound
• SCI.3.28 - [Expectation] - Describe the reflection/absorption properties of various colored objects
• SCI.3.29 - [Expectation] - Determine which materials insulate best by using experimental data
• SCI.3.30 - [Expectation] - Demonstrate and explain the movement of electricity in closed and open circuits
• SCI.3.31 - [Expectation] - Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light,
electricity, heat, mechanical)
• SCI.3.32 - [Expectation] - Give examples of how energy can be used to move or lift objects
• SCI.3.33 - [Expectation] - Identify simple machines and the tasks they make possible
SCI.3 Live Science Strand
SCI.3. - [Standard] - Characteristics of Organisms
• SCI.3.34 - [Expectation] - Describe what the human body needs to grow and be healthy
• SCI.3.35 - [Expectation] - Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects)
• SCI.3.36 - [Expectation] - Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants
• SCI.3.37 - [Expectation] - Describe how plant structures enable the plant to meet its basic needs
• SCI.3.38 - [Expectation] - Classify groups of organisms based on common characteristics
• SCI.3.39 - [Expectation] - Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants)
SCI.3. - [Standard] - Characteristics of Organisms (continue)
• SCI.3.40 - [Expectation] - Explain how the organs of the digestive system function
• SCI.3.41 - [Expectation] - Describe how the components of the skeletal system function
• SCI.3.42 - [Expectation] - Describe the relationship between eating habits and maintaining a healthy body
• SCI.3.43 - [Expectation] - Identify a meal that includes representatives from each group of the food pyramid
SCI.3. - [Standard] - Life Cycles of Organisms
• SCI.3.44 - [Expectation] - Graph, analyze, and interpret personal and class data
SCI.3 Earth and Space Science Strand
SCI.3. - [Standard] - Properties of Earth Materials
• SCI.3.45 - [Expectation] - Recognize and describe that rock is composed of different combinations of minerals
• SCI.3.46 - [Expectation] - Describe earth processes that have affected selected physical features in students' neighborhoods (e.g., rusting,
weathering, erosion)
• SCI.3.47 - [Expectation] - Describe the difference between weather and climate
• SCI.3.48 - [Expectation] - Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff)
• SCI.3.49 - [Expectation] - Describe climate patterns from recorded weather conditions over a period of time
• SCI.3.50 - [Expectation] - Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary)
• SCI.3.51 - [Expectation] - Identify and compare the components found in soil
• SCI.3.52 - [Expectation] - Identify characteristics of selected fossils and explain how fossil records are used to learn about the past
SCI.3. - [Standard] - Objects in the Sky
• SCI.3.53 - [Expectation] - Identify, in order, the planets of the solar system
• SCI.3.54 - [Expectation] - Describe the patterns of apparent change in the position of the Sun
• SCI.3.55 - [Expectation] - Explain the results of the rotation and revolution of Earth (e.g., day and night, year)
• SCI.3.56 - [Expectation] - Compare shadow direction and length at different times of day and year
SCI.3. - [Standard] - Science and the Environment
• SCI.3.57 - [Expectation] - Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g.,
terrarium, swamp, backyard)
• SCI.3.58 - [Expectation] - Describe how humans have had negative and positive effects on organisms and their environments
• SCI.3.59 - [Expectation] - Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from
copper ore, plastic from petroleum)
• SCI.3.60 - [Expectation] - Explain how renewable and nonrenewable resources can be replenished or depleted
• SCI.3.61 - [Expectation] - Explain how selected animals once classified as endangered have recovered
• SCI.3.62 - [Expectation] - Identify animals in Louisiana that have recovered and that are no longer considered endangered
2014-15 LOUISIANA COMMON CORE STANDARDS
RD
3 GRADE
READING STANDARDS
LA.3.CCSS.ELA-Literacy.R.3 - [Strand] - Reading
LA.3.CCSS.ELA-Literacy.RL.3 - Literature
LA.3. - Key Ideas and Details
LA.3.CCSS.ELA-Literacy.CCRA.R.1 - [Anchor Standard] - Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• LA.3.CCSS.ELA-Literacy.RL.3.1 - [Grade Level Standard] - Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
LA.3.CCSS.ELA-Literacy.CCRA.R.2 - [Anchor Standard] - Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
LA.3.CCSS.ELA-Literacy.CCRA.R.3 - [Anchor Standard] - Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
LA.3. - Craft and Structure
LA.3.CCSS.ELA-Literacy.CCRA.R.4 - [Anchor Standard] - Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• LA.3.CCSS.ELA-Literacy.RL.3.4 - [Grade Level Standard] - Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language.
LA.3.CCSS.ELA-Literacy.CCRA.R.5 - [Anchor Standard] - Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
• LA.3.CCSS.ELA-Literacy.RL.3.5 - [Grade Level Standard] - Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections.
LA.3. - Range of Reading and Level of Text Complexity
LA.3.CCSS.ELA-Literacy.CCRA.R.10 - [Anchor Standard] - Read and comprehend complex literary and informational texts independently
and proficiently.
LA.3.CCSS.ELA-Literacy.RL.3.10 - [Grade Level Standard] - By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
LA.3.CCSS.ELA-Literacy.RI.3 - Informational Text
LA.3. - Key Ideas and Details
LA.3.CCSS.ELA-Literacy.CCRA.R.1 - [Anchor Standard] - Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• LA.3.CCSS.ELA-Literacy.RI.3.1 - [Grade Level Standard] - Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LA.3.CCSS.ELA-Literacy.CCRA.R.2 - [Anchor Standard] - Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
• LA.3.CCSS.ELA-Literacy.RI.3.2 - [Grade Level Standard] - Determine the main idea of a text; recount the key details and
explain how they support the main idea.
LA.3.CCSS.ELA-Literacy.RI.3 - Informational Text (continue)
LA.3.CCSS.ELA-Literacy.CCRA.R.3 - [Anchor Standard] - Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
• LA.3.CCSS.ELA-Literacy.RI.3.3 - [Grade Level Standard] - Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
LA.3. - Craft and Structure
LA.3.CCSS.ELA-Literacy.CCRA.R.4 - [Anchor Standard] - Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• LA.3.CCSS.ELA-Literacy.RI.3.4 - [Grade Level Standard] - Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
LA.3.CCSS.ELA-Literacy.CCRA.R.5 - [Anchor Standard] - Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
• LA.3.CCSS.ELA-Literacy.RI.3.5 - [Grade Level Standard] - Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
LA.3.CCSS.ELA-Literacy.CCRA.R.6 - [Anchor Standard] - Assess how point of view or purpose shapes the content and style of a text.
• LA.3.CCSS.ELA-Literacy.RI.3.6 - [Grade Level Standard] - Distinguish their own point of view from that of the author of a text.
LA.3. - Integration of Knowledge and Ideas
LA.3.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
• LA.3.CCSS.ELA-Literacy.RI.3.7 - [Grade Level Standard] - Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
LA.3.CCSS.ELA-Literacy.CCRA.R.8 - [Anchor Standard] - Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
• LA.3.CCSS.ELA-Literacy.RI.3.8 - [Grade Level Standard] - Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
LA.3.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
• LA.3.CCSS.ELA-Literacy.RI.3.9 - [Grade Level Standard] - Compare and contrast the most important points and key details
presented in two texts on the same topic.
LA.3. - Range of Reading and Level of Text Complexity
LA.3.CCSS.ELA-Literacy.CCRA.R.10 - [Anchor Standard] - Read and comprehend complex literary and informational texts independently
and proficiently.
• LA.3.CCSS.ELA-Literacy.RI.3.10 - [Grade Level Standard] - 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.
LA.3.CCSS.ELA-Literacy.RF.3 - Foundational Skills
LA.3. - Print Concepts
• LA.3.CCSS.ELA-Literacy.RF.3.3 - [Grade Level Standard] - Know and apply grade-level phonics and word analysis skills in
decoding words.
• LA.3.CCSS.ELA-Literacy.RF.3.3a - Identify and know the meaning of the most common prefixes and derivational suffixes.
• LA.3.CCSS.ELA-Literacy.RF.3.3b - Decode words with common Latin suffixes.
• LA.3.CCSS.ELA-Literacy.RF.3.3c - Decode multisyllable words.
• LA.3.CCSS.ELA-Literacy.RF.3.3d - Read grade-appropriate irregularly spelled words.
LA.3. – Fluency
• LA.3.CCSS.ELA-Literacy.RF.3.4 - [Grade Level Standard] - Read with sufficient accuracy and fluency to support
comprehension.
• LA.3.CCSS.ELA-Literacy.RF.3.4a - Read on-level text with purpose and understanding.
• LA.3.CCSS.ELA-Literacy.RF.3.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
• LA.3.CCSS.ELA-Literacy.RF.3.4c - Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
WRITING STANDARDS
LA.3.CCSS.ELA-Literacy.W.3 - [Strand] – Writing
LA.3. - Text Types and Purposes
LA.3.CCSS.ELA-Literacy.CCRA.W.1 - [Anchor Standard] - Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
• LA.3.CCSS.ELA-Literacy.W.3.1 - [Grade Level Standard] - Write opinion pieces on topics or texts, supporting a point of view
with reasons.
• LA.3.CCSS.ELA-Literacy.W.3.1a - Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
• LA.3.CCSS.ELA-Literacy.W.3.1b - Provide reasons that support the opinion.
• LA.3.CCSS.ELA-Literacy.W.3.1c - Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
• LA.3.CCSS.ELA-Literacy.W.3.1d - Provide a concluding statement or section.
LA.3.CCSS.ELA-Literacy.CCRA.W.2 - [Anchor Standard] - Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis of content.
• LA.3.CCSS.ELA-Literacy.W.3.2 - [Grade Level Standard] - Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
• LA.3.CCSS.ELA-Literacy.W.3.2a - Introduce a topic and group related information together; include illustrations when useful
to aiding comprehension.
• LA.3.CCSS.ELA-Literacy.W.3.2b - Develop the topic with facts, definitions, and details.
• LA.3.CCSS.ELA-Literacy.W.3.2c - Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
• LA.3.CCSS.ELA-Literacy.W.3.2d - Provide a concluding statement or section.
LA.3.CCSS.ELA-Literacy.W.3 - [Strand] – Writing (continue)
LA.3. - Production and Distribution of Writing
LA.3.CCSS.ELA-Literacy.CCRA.W.4 - [Anchor Standard] - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
• LA.3.CCSS.ELA-Literacy.W.3.4 - [Grade Level Standard] - With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and purpose.
LA.3.CCSS.ELA-Literacy.CCRA.W.5 - [Anchor Standard] - Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
• LA.3.CCSS.ELA-Literacy.W.3.5 - [Grade Level Standard] - With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
LA.3.CCSS.ELA-Literacy.CCRA.W.6 - [Anchor Standard] - Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
• LA.3.CCSS.ELA-Literacy.W.3.6 - [Grade Level Standard] - With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
LA.3. - Research to Build and Present Knowledge
LA.3.CCSS.ELA-Literacy.CCRA.W.7 - [Anchor Standard] - Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
• LA.3.CCSS.ELA-Literacy.W.3.7 - [Grade Level Standard] - Conduct short research projects that build knowledge about a
topic.
LA.3.CCSS.ELA-Literacy.CCRA.W.8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
• LA.3.CCSS.ELA-Literacy.W.3.8 - [Grade Level Standard] - Recall information from experiences or gather information from
print and digital sources; take brief notes on sources and sort evidence into provided categories.
LA.3. - Range of Writing
LA.3.CCSS.ELA-Literacy.CCRA.W.10 - [Anchor Standard] - 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 tasks, purposes, and audiences.
• LA.3.CCSS.ELA-Literacy.W.3.10 - [Grade Level Standard] - 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.
LA.3.CCSS.ELA-Literacy.SL.3 - [Strand] - Speaking and Listening
LA.3. - Comprehension and Collaboration
LA.3.CCSS.ELA-Literacy.CCRA.SL1 - [Anchor Standard] - Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
• LA.3.CCSS.ELA-Literacy.SL.3.1 - [Grade Level Standard] - Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing
their own clearly.
• LA.3.CCSS.ELA-Literacy.SL.3.1a - 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.
• LA.3.CCSS.ELA-Literacy.SL.3.1b - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under discussion).
LA.3.CCSS.ELA-Literacy.SL.3 - [Strand] - Speaking and Listening (continue)
• LA.3.CCSS.ELA-Literacy.SL.3.1c - Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
• LA.3.CCSS.ELA-Literacy.SL.3.1d - Explain their own ideas and understanding in light of the discussion.
LA.3.CCSS.ELA-Literacy.CCRA.SL2 - [Anchor Standard] - Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.
• LA.3.CCSS.ELA-Literacy.SL.3.2 - [Grade Level Standard] - Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LA.3.CCSS.ELA-Literacy.CCRA.SL3 - [Anchor Standard] - Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric.
• LA.3.CCSS.ELA-Literacy.SL.3.3 - [Grade Level Standard] - Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
LA.3. - Presentation of Knowledge and Ideas
LA.3.CCSS.ELA-Literacy.CCRA.SL4 - [Anchor Standard] - Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
• LA.3.CCSS.ELA-Literacy.SL.3.4 - [Grade Level Standard] - Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
LA.3.CCSS.ELA-Literacy.CCRA.SL5 - [Anchor Standard] - Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
• LA.3.CCSS.ELA-Literacy.SL.3.5 - [Grade Level Standard] - Create engaging audio recordings of stories or poems that
demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain
facts or details.
LA.3.CCSS.ELA-Literacy.CCRA.SL6 - [Anchor Standard] - Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate.
• LA.3.CCSS.ELA-Literacy.SL.3.6 - [Grade Level Standard] - Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
LA.3.CCSS.ELA-Literacy.L.3 - [Strand] – Language
LA.3. - Conventions of Standard English
LA.3.CCSS.ELA-Literacy.CCRA.L.1 - [Anchor Standard] - Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
• LA.3.CCSS.ELA-Literacy.L.3.1 - [Grade Level Standard] - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• LA.3.CCSS.ELA-Literacy.L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
• LA.3.CCSS.ELA-Literacy.L.3.1b - Form and use regular and irregular plural nouns.
• LA.3.CCSS.ELA-Literacy.L.3.1c - Use abstract nouns (e.g., childhood).
• LA.3.CCSS.ELA-Literacy.L.3.1d - Form and use regular and irregular verbs.
• LA.3.CCSS.ELA-Literacy.L.3.1e - Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
• LA.3.CCSS.ELA-Literacy.L.3.1f - Ensure subject-verb and pronoun-antecedent agreement.
LA.3.CCSS.ELA-Literacy.L.3 - [Strand] – Language (continue)
• LA.3.CCSS.ELA-Literacy.L.3.1g - Form and use comparative and superlative adjectives and adverbs, and choose between
them depending on what is to be modified.
• LA.3.CCSS.ELA-Literacy.L.3.1h - Use coordinating and subordinating conjunctions.
• LA.3.CCSS.ELA-Literacy.L.3.1i - Produce simple, compound, and complex sentences.
LA.3.CCSS.ELA-Literacy.CCRA.L.2 - [Anchor Standard] - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
• LA.3.CCSS.ELA-Literacy.L.3.2 - [Grade Level Standard] - Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• LA.3.CCSS.ELA-Literacy.L.3.2a - Capitalize appropriate words in titles.
• LA.3.CCSS.ELA-Literacy.L.3.2b - Use commas in addresses.
• LA.3.CCSS.ELA-Literacy.L.3.2c - Use commas and quotation marks in dialogue.
• LA.3.CCSS.ELA-Literacy.L.3.2d - Form and use possessives.
• LA.3.CCSS.ELA-Literacy.L.3.2e - Use conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness).
• LA.3.CCSS.ELA-Literacy.L.3.2f - Use spelling patterns and generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts) in writing words.
• LA.3.CCSS.ELA-Literacy.L.3.2g - Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.
LA.3. - Knowledge of Language
LA.3.CCSS.ELA-Literacy.CCRA.L.3 - [Anchor Standard] - Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• LA.3.CCSS.ELA-Literacy.L.3.3 - [Grade Level Standard] - Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
• LA.3.CCSS.ELA-Literacy.L.3.3a - Choose words and phrases for effect.
• LA.3.CCSS.ELA-Literacy.L.3.3b - Recognize and observe differences between the conventions of spoken and written
standard English.
LA.3. - Vocabulary Acquisition and Use
LA.3.CCSS.ELA-Literacy.CCRA.L.4 - [Anchor Standard] - Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
• LA.3.CCSS.ELA-Literacy.L.3.4 - [Grade Level Standard] - Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
• LA.3.CCSS.ELA-Literacy.L.3.4a - Use sentence-level context as a clue to the meaning of a word or phrase.
• LA.3.CCSS.ELA-Literacy.L.3.4b - Determine the meaning of the new word formed when a known affix is added to a known
word (e.g., agreeable/disagreeable,
• LA.3.CCSS.ELA-Literacy.L.3.4c - Use a known root word as a clue to the meaning of an unknown word with the same root
(e.g., company, companion).
• LA.3.CCSS.ELA-Literacy.L.3.4d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.
LA.3.CCSS.ELA-Literacy.L.3 - [Strand] – Language (continue)
LA.3.CCSS.ELA-Literacy.CCRA.L.5 - [Anchor Standard] - Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
• LA.3.CCSS.ELA-Literacy.L.3.5 - [Grade Level Standard] - Demonstrate understanding of word relationships and nuances in
word meanings.
• LA.3.CCSS.ELA-Literacy.L.3.5a - Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take
steps).
• LA.3.CCSS.ELA-Literacy.L.3.5b - Identify real-life connections between words and their use (e.g., describe people who are
friendly or helpful).
• LA.3.CCSS.ELA-Literacy.L.3.5c - Distinguish shades of meaning among related words that describe states of mind or
degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
LA.3.CCSS.ELA-Literacy.CCRA.L.6 - [Anchor Standard] - Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• LA.3.CCSS.ELA-Literacy.L.3.6 - [Grade Level Standard] - Acquire and use accurately grade-appropriate conversational,
general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships
(e.g., After dinner that night we went looking for them).