Go for the GOLD!
Reading Literature
Give and earn respect
Expanding Our Understanding of Series Books in Book
Clubs (4 weeks)
Own your actions
Lead by example
Demonstrate Cooperation
Readers fall in love with the characters in a
series
Readers interpret how characters evolve by
reading more books in the series
Readers look at different series to compare/
contrast while referring to evidence in the texts.
RL3.3 – Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL3.4 – Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from nonliteral language.
RL3.9 – Compare and contrast the themes, settings, and
plots of stories written by the same author about the same
or similar characters (e.g., in books
Writing
IB Learner Profile Traits
Reflective
Knowledgeable
W3.2a - Write informative/ explanatory texts to examine a topic and
convey ideas and information clearly. Introduce a topic and group
related information together; include illustrations when useful to
aid comprehension.
W3.2b - Develop the topic with facts, definitions, and details.
W3.2c - Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
W3.2d - Provide a concluding statement or section.
Balanced
Principled
Risk-Taker
Open-Minded
Inquirer
Thinker
Caring
Communicator
Speaking and Listening
SL3.1c - Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
SL3.1d – Explain their own ideas and understanding in light of the discussion.
SL3.2 – 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.
SL3.3 – Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
SL3.4 – 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.
SL3.6 - Speak in complete sentences when appropriate to task and situation in
order to provide requested detail or clarification.
Reading Informational Text
RI3.2 – Determine the main idea of a text; recount the key
details and explain how they support the main idea.
RI3.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3
topic or subject area.
RI3.5 – Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
RI3.7 – 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).
Language
L3.4d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L3.5a - Demonstrate understanding of word relationships and nuances in word
meanings. Distinguish the literal and nonliteral meanings of words and phrases
in context (e.g., take steps).
L3.1h - Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. Use coordinating and subordinating conjunctions.
L3.1i - Produce simple, compound, and complex sentences.
L3.2g - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L3.3b – Use knowledge of language and its conventions when writing, speaking,
reading, or listening. Recognize and observe differences between the conventions of spoken and written standard English L3.4b - Determine or clarify the
meaning of unknown and multiple meaning words and phrases based on grade 3
reading and content, choosing flexibly from a range of strategies. Determine the
meaning of the new word formed when a known affix is added to a know word
(e.g., agreeable /disagreeable, comfortable/ uncomfortable, care/ careless, heat/
preheat).
Reading Foundational Skills
RF3.3a - Know and apply grade-level phonics and word
analysis in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes.
RF3.3d - Read grade-appropriate irregularly spelled words.
RF3.4c - Read with sufficient accuracy and fluency to support
comprehension. Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Mathematics
Operation and Algebraic Thinking
3.OA.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
3.OA.4 Determine the unknown whole number in a multiplication or division equation
relating three whole numbers. For example, determine the unknown number that makes
the equation true in each of the equations 8 × ? = 48, 5 = o ÷ 3, 6 × 6 = ?.
Number and Operations in Base Ten
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of
operations.
Science
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Note:
Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2
can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can
find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by
finding the number that makes 32 when multiplied by 8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8)
or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.
3.OA.8 Solve two-step word problems using the four operations. Represent these
3.E.1 -Recognize the major components and patterns observed in the Earth/Moon/Sun system.
3.E.2 – Compare the structures of the Earth’s surface using models or three-dimensional diagrams.
4.E.1 – Explain the causes of day and night and
phases of the moon.
4.P.3 – Recognize that energy takes various forms
that may be grouped based on their interaction with
matter.
Farmington
Woods IB/PYP
Magnet
Elementary
School
Farmington Woods IB/PYP Magnet Elementary School will promote inquiry
and provide an international awareness while educating our children to
become life long learners.
3rd Grade
Curriculum Objectives
Quarter 2
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding. (Note: This standard is limited to problems posed with whole numbers and
having whole-number answers; students should know how to perform operations in the
conventional order when there are no parentheses to specify a particular order – Order
of Operations.)
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe
that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Measurement and Data
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent
a data set with several categories. Solve one- and two-step “how many more” and “how
many less” problems using information presented in scaled bar graphs. For example, draw
a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal
scale is marked off in appropriate units – whole numbers, halves, or quarters.
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of
area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit”
of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit squares is said
to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square
ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
Social Studies
3.C.1 Understand how diverse cultures are visible in local and regional
communities.
Geography and Environmental Literacy
3.G.1 Understand the earth's patterns by using the 5 themes of geography:
(location, place, human-environment interaction, movement and regions).
3.G.1.1 Find absolute and relative locations of places within the local community
and region.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.3 Exemplify how people adapt to, change and protect the environment to
meet their needs.
3.G.1.4 Explain how the movement of goods, people and ideas impact the community.
3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions (community, state, nation and world).
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that
the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in
the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side length,
and exhibiting rectangles with the same perimeter and different areas or with the same
area and different perimeters.
Farmington Woods IB/PYP Magnet Elementary
1413 Hampton Valley Rd
Cary, NC 27511
http://fwes.wcpss.net
A WCPSS International
Baccalaureate PYP Magnet School
This brochure is designed to share
common core standards and
benchmarks with our families. Your
understanding of what your child is
expected to learn at each grade level
is essential as we work together to
reach your child’s learning potential.