Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
August
August
October
January
August
August
October
February
April
August
November
December
1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. [RL.3.1]
1.1
2.2
4.1
explicitly
details
answer
question
text
sequence
demonstrate
understanding
Ask and answer questions before,
during and after reading a text
Answer questions by using words
and details from the text
2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text. [RL.3.2]
1.1
2.1
4.5
6.1, 6.2
central message
fables
folktales
moral
myths
retell recount
lesson
key details
Explain the lesson, message, or
moral using key details from a
story
Define central message, lesson,
and/or moral (overall idea an
author is trying to share)
Recount/retell stories in my own
words
3. Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to
the sequence of events. [RL.3.3]
1.1, 1.2
3.1
3.2
characters
motivation
contribute
traits
Identify characters in a story
Explain how characters’ actions
cause events to happen in a
certain order or sequence in a
story
Describe physical traits (outside
qualities, like appearance)
Describe emotional traits (inside
qualities, how they feel)
June 2015
1st
9 Weeks
1st
9 Weeks
1st
9 Weeks
1
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
August
August
(continued)
August
August
August
Resources
4. Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from nonliteral
language. [RL.3.4]
1.2
7. Explain how specific aspects of a
text’s illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a
character or setting). [RL.3.7]
1.2
8. 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 from a
series). [RL.3.9]
1.1
9. 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. [RL.3.10]
1.2
Vocabulary
context clues
literal
nonliteral
phrases
distinguish
determine
character
illustrations
contribute
contribution
June 2015
I Can
Use strategies to determine the
meaning of words and phrases
Define literal language (it says
what it means) and non-literal
(what it says is not exactly what it
means)
Understand sentences that may
have idioms, similes, metaphors,
or exaggerations
mood
setting
aspect
convey
Explain the feelings of the
characters, the mood, and details
of the setting by using the pictures
in the story.
author
character
compare
contrast
setting
theme
similar
Identify themes, settings, and plots
in stories written by the same
author about similar characters
Compare themes, settings, and
plots in stories written by the same
author about similar characters
Contrast themes, settings, and
plots in stories written by the same
author about similar characters
drama
story
poetry
literature
comprehend proficiently
independently
Recognize when the text I am
reading is too easy or too difficult
for me
Determine reading strategies that
will help me understand difficult
texts
Date
Tested
4th
9 Weeks
1st
9 Weeks
2nd
9 Weeks
4th
9 Weeks
2
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
August
(continued)
August
September
October
November
December
January
February
March
April
May
August
October
November
January
February
March
April
CCRS (2013 COS)
Resources
18. Compare and contrast the most
important points and key details
presented in two texts on the same
topic. [RI.3.9]
1.2
1.3, 1.4
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
20.c. Decode multi-syllable words.
[RF.3.3c]
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
June 2015
Vocabulary
compare
contrast
key details
similar
different
topics
points
I Can
Find things that are the same and
different in two texts about the
same topic
Identify the most important points
and key details found in two texts
on the same topic
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
multi-syllable
Break words into syllable
segments to help me decode
words I do not know
Date
Tested
2nd
9 Weeks
1st
9 Weeks
1st
9 Weeks
3
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
May
August
(continued)
August
September
November
March
August
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
accuracy
poetry
prose
rate
fluently
expression
24.a. Establish a situation and introduce
a narrator, characters, or both; organize
an event sequence that unfolds
naturally. [W.3.3a]
1.1
1.3, 1.4
3.1
4.4
5.1
narrator
characters
sequence
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
1.2
4.1
4.5
5.2
6.2
6.5
1.1, 1.2
1.4, 1.5
descriptions
actions
thoughts
feelings
28. Conduct short research projects that
build knowledge about a topic. [W.3.7]
August
September
June 2015
research project
topic
research process
sources
online
cite
credit
I Can
Date
Tested
2nd
9 Weeks
4th
9 Weeks
2nd
9 Weeks
Define research and explain how it
is difference from other types of
writing
Research a topic to answer
questions and/or gain information
4th
9 Weeks
4
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
December
March
August
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
I Can
30. Write routinely over extended time
frames, including time for research,
reflection, and revision, and shorter time
frames such as a single sitting or a day
or two for a range of discipline-specific
tasks, purposes, and audiences.
[W.3.10]
1.1, 1.2
1.4, 1.5
3.3
5.4
audience
purpose
reflection
research
revision
narrative
proofread
edit
Write for long or short periods of
time, depending on my task
Choose a writing structure to fit my
task, purpose, and/or audience
Write for a variety of reasons
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
discussions
conversation
role
comments
understanding
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
June 2015
Date
Tested
4th
9 Weeks
2nd
9 Weeks
5
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
6
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
34. 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. [SL.3.4]
June 2015
Vocabulary
I Can
Date
Tested
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
2nd
9 Weeks
7
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
(continued)
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
August
September
October
February
May
August
Vocabulary
I Can
Date
Tested
CCRS (2013 COS)
Resources
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
clarification
clarify
details
audience
presentation
respond
formal English
informal English
37.i. Produce simple, compound, and
complex sentences. [L.3.1i]
1.1, 1.2
1.3, 1.4
2.4
4.4
6.5
complex sentence
compound sentence
simple sentence
sentence
1st
9 Weeks
38. Demonstrate command of the
conventions of Standard English
capitalization, punctuation, and spelling
when writing. [L.3.2]
1.1, 1.2
capitalize
capitalization
punctuate
punctuation
1st
9 Weeks
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
8
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Resources
August
September
October
November
December
January
February
March
April
May
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
August
September
February
March
May
40.a. Use sentence-level context as a
clue to the meaning of a word or
phrase. [L.3.4a]
1.2, 1.2
1.5
4.3, 4.4, 4.5
5.3, 5.5
6.4
context clues
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
phrases
academic
specific
general
emotions
actions
precise
Taught
August
(continued)
August
September
October
November
December
January
February
March
April
May
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
1st
9 Weeks
August
Notes:
June 2015
9
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
September
September
March
10. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. [RI.3.1]
1.3, 1.4, 1.5
5.3
11. Determine the main idea of a text;
recount the key details and explain how
they support the main idea. [RI.3.2]
1.5
3.3, 3.4
September
September
December
September
September
13. Determine the meaning of general
academic and domain-specific words
and phrases in a text relevant to a
Grade 3 topic or subject area. [RI.3.4]
1.3, 1.4, 1.5
16. 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).
[RI.3.7]
1.4, 1.5
June 2015
explicitly
text
demonstrate
answer
understanding
Ask questions and support
answers from text
Answer question about a text by
referring to words and phrases in
the text
details
main idea
recount
key details
support
Define the main idea (who or what
a text is mostly about)
Identify key details in a text and
explain how they support the main
idea
Determine the main idea of a text
Recount/retell (put into my own
words) the key details of a text
context clues
phrases
glossary
dictionary
Use various strategies to find
meanings of general words in text
Use various strategies to find
meanings of domain-specific words
in text
maps
how
where
convey
determine
occur
map key
photographs
when
why
key event
illustration
information
map legend
Use pictures and words in a text to
help me understand what I read
Explain how illustrations in a text
add meaning to the words I read
3rd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
2nd
9 Weeks
10
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
January
February
May
September
(continued)
August
September
September
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
3rd
9 Weeks
17. Describe the logical connection
between particular sentences and
paragraphs in a text (e.g., comparison;
cause and effect; first, second, third in a
sequence). [RI.3.8]
1.3, 1.4
3.5
4.3
6.4
cause
comparison
effect
paragraph
sequence
connection
sentence
See how sentences go together to
form a paragraph
Identify words authors use to help
me make logical connections
between sentences and
paragraphs
Explain how connection words help
me understand a text
18. Compare and contrast the most
important points and key details
presented in two texts on the same
topic. [RI.3.9]
1.2
1.3, 1.4
compare
contrast
key details
similar
different
topics
points
Find things that are the same and
different in two texts about the
same topic
Identify the most important points
and key details found in two texts
on the same topic
19. 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. [RI.3.10]
1.3
informational text
non-fiction
science book
history book
Recognize when the text I am
reading is too easy or too difficult
for me
Can determine reading strategies
that will help me understand
difficult texts
June 2015
2nd
9 Weeks
4th
9 Weeks
11
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
September
April
May
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
prefixes
suffixes
20.b. Decode words with common Latin
suffixes. [RF.3.3b]
1.4, 1.5
6.2
6.4
suffix
decode
Latin
June 2015
I Can
Date
Tested
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
2nd
9 Weeks
3rd
9 Weeks
12
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
December
January
February
March
April
September
(continued)
August
September
October
November
December
January
February
March
May
September
January
March
September
December
August
September
November
March
CCRS (2013 COS)
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
Resources
Vocabulary
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
22.a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons. [W.3.1a]
1.5
3.5
5.5
22.c. Use linking words and phrases
(e.g., because, therefore, since, for
example) to connect opinion and
reasons. [W.3.1c]
1.3
3.2
24.a. Establish a situation and introduce
a narrator, characters, or both; organize
an event sequence that unfolds
naturally. [W.3.3a]
1.1
1.3, 1.4
3.1
4.4
5.1
I Can
Read with accuracy and fluency to
make my reading sound like
conversation
accuracy
poetry
prose
rate
fluently
expression
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
narrator
characters
sequence
4th
9 Weeks
13
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
September
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
I Can
24.c. Use temporal words and phrases
to signal event order. [W.3.3c]
1.3
2.4
event order
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
Date
Tested
1st
9 Weeks
June 2015
2nd
9 Weeks
14
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
(continued)
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
28. Conduct short research projects that
build knowledge about a topic. [W.3.7]
1.1, 1.2
1.4, 1.5
research project
topic
research process
sources
online
cite
credit
Define research and explain how it
is difference from other types of
writing
Research a topic to answer
questions and/or gain information
categories
digital sources
evidence
notes
print
cite
internet search
Organize information into specific
categories
Recall information from
experiences or gather information
from print and digital sources about
a topic
Take notes about a topic
Sort the information from my notes
into provided categories
August
September
September
29. Recall information from experiences
or gather information from print and
digital sources; take brief notes on
sources and sort evidence into provided
categories. [W.3.8]
1.3
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
4th
9 Weeks
3rd
9 Weeks
15
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
December
March
September
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
30. Write routinely over extended time
frames, including time for research,
reflection, and revision, and shorter time
frames such as a single sitting or a day
or two for a range of discipline-specific
tasks, purposes, and audiences.
[W.3.10]
1.1, 1.2
1.4, 1.5
3.3
5.4
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
June 2015
Vocabulary
audience
purpose
reflection
research
revision
narrative
proofread
edit
discussions
conversation
role
comments
understanding
I Can
Write for long or short periods of
time, depending on my task
Choose a writing structure to fit my
task, purpose, and/or audience
Write for a variety of reasons
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
Date
Tested
4th
9 Weeks
2nd
9 Weeks
Follow rules by respecting and
listening to others, and taking turns
during a discussion
1st
9 Weeks
16
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
September
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
CCRS (2013 COS)
Resources
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.5
3.3, 3.4
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
32. 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. [SL.3.2]
June 2015
Vocabulary
I Can
Date
Tested
Ask and answer questions when I
do not understand
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
main ideas
media
orally
visually
supporting details
video
graphs
graphics
charts
summarize
Identify information from a text
being read aloud
Identify information that is shared
through presentations
Compare the main idea with
supporting details from different
media forms with similar topics
2nd
9 Weeks
17
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
(continued)
September
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
18
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
(continued)
September
October
November
December
January
February
March
April
May
December
January
March
September
August
September
October
February
May
CCRS (2013 COS)
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. f. Ensure subject-verb and pronounantecedent agreement.* [L.3.1f]
3.2
3.5
5.3
antecedent
pronoun
subject-verb agreement
37.h. Use coordinating and
subordinating conjunctions. [L.3.1h]
1.5
conjunction
coordinating conjunctions
subordinating conjunctions
37.i. Produce simple, compound, and
complex sentences. [L.3.1i]
1.1, 1.2
1.3, 1.4
2.4
4.4
6.5
I Can
Date
Tested
1st
9 Weeks
June 2015
complex sentence
compound sentence
simple sentence
sentence
2nd
9 Weeks
4th
9 Weeks
1st
9 Weeks
19
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
(continued)
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
38.a. Capitalize appropriate words in
titles. [L.3.2a]
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
38.g. Write legibly in cursive.
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
1.5
cursive
legibly
I Can
Date
Tested
1st
9 Weeks
September
June 2015
1st
9 Weeks
4th
9 Weeks
20
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
September
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
dictionary
reference material
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Standard English
speech
quote
purpose
conventions
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
I Can
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
2nd
9 Weeks
21
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
(continued)
September
October
November
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
41.a. Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take steps).
[L.3.5a]
1.4
2.2
2.5
6.2
6.5
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
September
Notes:
June 2015
22
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
Resources
Vocabulary
I Can
Date
Tested
October
August
October
January
October
August
October
February
April
October
November
March
May
1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. [RL.3.1]
1.1
2.2
4.1
explicitly
details
answer
question
text
sequence
demonstrate
understanding
Ask and answer questions before,
during and after reading a text
Answer questions by using words
and details from the text
2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text. [RL.3.2]
1.1
2.1
4.5
6.1, 6.2
central message
fables
folktales
moral
myths
retell recount
lesson
key details
Explain the lesson, message, or
moral using key details from a
story
Define central message, lesson,
and/or moral (overall idea an
author is trying to share)
Recount/retell stories in my own
words
6. Distinguish their own point of view
from that of the narrator or those of the
characters. [RL.3.6]
2.1, 2.3
2.5
5.1, 5.2
6.5
characters
narrator
point of view
Define point of view (someone’s
view or attitude about a situation)
Explain how my point of view is
similar to or different from a
narrator or character in a story
Determine the point of view of a
narrator or character of a story
June 2015
1st
9 Weeks
1st
9 Weeks
3rd
9 Weeks
23
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
December
January
February
March
April
May
October
(continued)
Resources
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
3rd
9 Weeks
15. Distinguish their own point of view
from that of the author of a text. [RI.3.6]
2.4
5.4
author
point of view
valid
information
text
provide
account
Define point of view (the person’s
view or attitude about a situation)
Determine the point of view of an
author
Identify and describe how my point
of view is similar to or different
from the author viewpoints
3rd
9 Weeks
October
March
August
September
October
November
December
January
February
March
April
May
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
June 2015
Vocabulary
I Can
Date
Tested
CCRS (2013 COS)
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
24
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
October
November
January
February
March
April
October
February
CCRS (2013 COS)
20.c. Decode multi-syllable words.
[RF.3.3c]
Resources
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
October
(continued)
20.d. Read grade-appropriate irregularly
spelled words. [RF.3.3d]
2.3
4.4
21. Read with sufficient accuracy and
fluency to support comprehension.
[RF.3.4]
2.4
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
multi-syllable
I Can
Break words into syllable
segments to help me decode
words I do not know
Read longer words and words that
are spelled irregularly
fluency
purpose
selection
strategies
paragraph
expression
self monitor
October
August
September
October
November
December
January
February
March
May
Vocabulary
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
June 2015
accuracy
poetry
prose
rate
fluently
expression
Read with accuracy and fluency to
make my reading sound like
conversation
Recognize when a word I have
read does not make sense within
the text
Self-correct misread or
misunderstood words using
context clues
Date
Tested
1st
9 Weeks
3rd
9 Weeks
3rd
9 Weeks
2nd
9 Weeks
25
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
23. Write informative or explanatory
texts to examine a topic and convey
ideas and information clearly. [W.3.2]
Resources
2.1, 2.2, 2.3, 2.4
October
October
(continued)
October
November
October
September
October
September
October
November
December
January
February
March
April
May
Vocabulary
categories
details
explanation
illustrations
topic
topic sentence
details
23.b. Develop the topic with facts,
definitions, and details. [W.3.2b]
2.3
2.5
23.c. Use linking words and phrases
(e.g., also, another, and, more, but) to
connect ideas within categories of
information. [W.3.2c]
2.1
24.c. Use temporal words and phrases
to signal event order. [W.3.3c]
1.3
2.4
event order
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
conclusion
facts
informative
phrases
inform
examples
quotations
I Can
Select a topic and identify
information to share
Organize details and facts to
support the topic
Use illustrations, pictures, or other
media to help my reader
understand the writing
Write a conclusion for my paper
Connect my information using
linking words and phrases
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
1st
9 Weeks
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
2nd
9 Weeks
26
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
October
(continued)
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
discussions
conversation
role
comments
understanding
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
2nd
9 Weeks
27
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
October
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
28
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
March
October
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
33. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
[SL.3.3]
2.1, 2.2, 2.3, 2.4
2.5, 3.3
5.1, 5.2, 5.3, 5.4,
5.5
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
June 2015
Vocabulary
elaboration
reasons
speaker
support
evidence
points
I Can
Stay focused on the topic
Ask questions about a speaker’s
presentation when I do not
understand or need more
information
Answer questions about a
speaker’s presentation by using
appropriate elaboration and detail
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
1st
9 Weeks
29
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
Not found in
pacing notes,
but all parts of
standard 37
are paced.
October
November
January
March
April
CCRS (2013 COS)
Resources
Vocabulary
October
(continued)
August
September
October
February
May
Date
Tested
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
37. a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
particular sentences. [L.3.1a]
2.1
3.1
4.1
5.1, 5.2, 5.5
6.1, 6.3
adjectives
adverbs
nouns
pronouns
verbs
37. b. Form and use regular and
irregular plural nouns. [L.3.1b]
2.2, 2.3
irregular nouns
plural nouns
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
1.1, 1.2
1.3, 1.4
2.4
4.4
6.5
complex sentence
compound sentence
simple sentence
sentence
October
September
October
November
December
January
February
March
April
May
I Can
37.i. Produce simple, compound, and
complex sentences. [L.3.1i]
4th
9 Weeks
3rd
9 Weeks
1st
9 Weeks
June 2015
1st
9 Weeks
30
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
October
(continued)
October
November
December
January
February
March
April
May
October
November
December
January
February
February
March
April
May
CCRS (2013 COS)
38.a. Capitalize appropriate words in
titles. [L.3.2a]
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
I Can
Date
Tested
1st
9 Weeks
3rd
9 Weeks
3rd
9 Weeks
June 2015
31
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Resources
August
September
October
November
December
January
February
March
April
May
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
September
October
November
December
January
February
March
April
May
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
dictionary
reference material
October
November
December
January
February
March
April
May
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
Taught
October
(continued)
October
39.a. Choose words and phrases for
effect.* [L.3.3a]
Vocabulary
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
2.2
2nd
9 Weeks
effect
3rd
9 Weeks
June 2015
32
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
October
(continued)
October
December
January
March
September
October
November
December
January
February
March
April
May
October
December
March
CCRS (2013 COS)
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
Resources
Vocabulary
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Standard English
speech
quote
purpose
conventions
40.b. Determine the meaning of the new
word formed when a known affix is
added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat). [L.3.4b]
2.3, 2.4
3.3
3.5, 4.1
5.4
affix
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41.c. Distinguish shades of meaning
among related words that describe
states of mind or degrees of certainty
(e.g., knew, believed, suspected, heard,
wondered). [L.3.5c]
2.1
3.2
5.2
degree of certainty
states of mind
shades of meaning
I Can
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
June 2015
3rd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
33
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
October
Notes:
June 2015
34
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
November
August
November
December
November
October
November
March
May
October
November
December
January
February
March
April
May
3. Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to
the sequence of events. [RL.3.3]
1.1, 1.2
3.1
3.2
characters
motivation
contribute
traits
Identify characters in a story
Explain how characters’ actions
cause events to happen in a
certain order or sequence in a
story
Describe physical traits (outside
qualities, like appearance)
Describe emotional traits (inside
qualities, how they feel)
6. Distinguish their own point of view
from that of the narrator or those of the
characters. [RL.3.6]
2.1, 2.3
2.5
5.1, 5.2
6.5
characters
narrator
point of view
Define point of view (someone’s
view or attitude about a situation)
Explain how my point of view is
similar to or different from a
narrator or character in a story
Determine the point of view of a
narrator or character of a story
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
June 2015
1st
9 Weeks
3rd
9 Weeks
3rd
9 Weeks
35
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
November
(continued)
August
September
October
November
December
January
February
March
April
May
August
October
November
January
February
March
April
August
September
October
November
December
January
February
March
May
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
20.c. Decode multi-syllable words.
[RF.3.3c]
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
June 2015
Vocabulary
multi-syllable
I Can
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read
Break irregularly
words intospelled
syllablewords
without
having
to
them out
segments to help sound
me decode
words I do not know
Date
Tested
1st
9 Weeks
1st
9 Weeks
accuracy
poetry
prose
rate
fluently
expression
2nd
9 Weeks
36
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
August
September
November
March
November
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
I Can
23.b. Develop the topic with facts,
definitions, and details. [W.3.2b]
2.3
2.5
24.a. Establish a situation and introduce
a narrator, characters, or both; organize
an event sequence that unfolds
naturally. [W.3.3a]
1.1
1.3, 1.4
3.1
4.4
5.1
narrator
characters
sequence
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
Date
Tested
2nd
9 Weeks
June 2015
4th
9 Weeks
2nd
9 Weeks
37
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
November
(continued)
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
discussions
conversation
role
comments
understanding
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
2nd
9 Weeks
38
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
November
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
39
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
March
November
(continued)
August
September
October
November
December
January
February
March
April
May
November
CCRS (2013 COS)
Resources
33. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
[SL.3.3]
2.1, 2.2, 2.3, 2.4
2.5, 3.3
5.1, 5.2, 5.3, 5.4,
5.5
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
2.5
35. 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. [SL.3.5]
June 2015
Vocabulary
elaboration
reasons
speaker
support
evidence
points
I Can
Stay focused on the topic
Ask questions about a speaker’s
presentation when I do not
understand or need more
information
Answer questions about a
speaker’s presentation by using
appropriate elaboration and detail
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
audio
visual display
presentation
theme
enhance
emphasizing
Read aloud stories or poems and
use my voice to make them come
to life (e.g., adjust the volume of
my voice, make exclamations,
change the pace)
Use pictures or posters to help the
audience understand my reading
Share at an understandable
reading pace on a recording. (e.g.,
video, Power point, DVD, Ipod,
Ipad, computer, CD, etc.)
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
2nd
Weeks
40
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
November
(continued)
Not found in
pacing notes,
but all parts of
standard 37
are paced.
October
November
January
March
April
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
clarification
clarify
details
audience
presentation
respond
formal English
informal English
37. a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
particular sentences. [L.3.1a]
2.1
3.1
4.1
5.1, 5.2, 5.5
6.1, 6.3
adjectives
adverbs
nouns
pronouns
verbs
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
I Can
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
4th
9 Weeks
1st
9 Weeks
June 2015
41
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
November
(continued)
October
November
December
January
February
March
April
May
October
November
December
January
February
February
March
April
May
November
March
CCRS (2013 COS)
38.a. Capitalize appropriate words in
titles. [L.3.2a]
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.d. Form and use possessives.
[L.3.2d]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
address
comma
2.5
5.4
possessives
apostrophe
I Can
Date
Tested
1st
9 Weeks
3rd
9 Weeks
commas
dialogue
question marks
3rd
9 Weeks
June 2015
2nd
9 Weeks
42
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
(continued)
November
August
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
dictionary
reference material
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
June 2015
2nd
9 Weeks
43
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
November
(continued)
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
40. 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. [L.3.4]
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
Resources
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Vocabulary
I Can
Standard English
speech
quote
purpose
conventions
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
3.1
3.3
4.1
4.3
5.5
6.1
6.4
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
June 2015
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
2nd
9 Weeks
2nd
9 Weeks
44
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
November
(continued)
November
December
January
February
March
April
May
September
October
November
April
May
November
Resources
3.1
3.3
4.1
4.3
5.5
6.1
6.4
41.a. Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take steps).
[L.3.5a]
1.4
2.2
2.5
6.4
6.5
41.b. Identify real-life connections
between words and their use (e.g.,
describe people who are friendly or
helpful). [L.3.5b]
3.1
Vocabulary
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
I Can
Date
Tested
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
affix
2nd
9 Weeks
June 2015
45
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
November
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
November
Notes:
June 2015
46
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
December
August
November
December
December
3. Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to
the sequence of events. [RL.3.3]
1.1, 1.2
3.1
3.2
11. Determine the main idea of a text;
recount the key details and explain how
they support the main idea. [RI.3.2]
1.5
3.3, 3.4
September
December
October
November
December
January
February
March
April
May
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
June 2015
characters
motivation
contribute
traits
Identify characters in a story
Explain how characters’ actions
cause events to happen in a
certain order or sequence in a
story
Describe physical traits (outside
qualities, like appearance)
Describe emotional traits (inside
qualities, how they feel)
details
main idea
recount
key details
support
Define the main idea (who or what
a text is mostly about)
Identify key details in a text and
explain how they support the main
idea
Determine the main idea of a text
Recount/retell (put into my own
words) the key details of a text
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
1st
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
47
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
September
December
January
February
March
April
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
June 2015
Vocabulary
prefixes
suffixes
I Can
Date
Tested
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Read with accuracy and fluency to
make my reading sound like
conversation
2nd
9 Weeks
2nd
9 Weeks
48
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
May
December
(continued)
September
December
December
February
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
22.c. Use linking words and phrases
(e.g., because, therefore, since, for
example) to connect opinion and
reasons. [W.3.1c]
1.3
3.2
23.d. Provide a concluding statement or
section. [W.3.2d]
3.4
4.4
6.4
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
I Can
accuracy
poetry
prose
rate
fluently
expression
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
Write a conclusion for my paper
2nd
9 Weeks
June 2015
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
2nd
9 Weeks
49
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
December
(continued)
September
October
November
December
January
February
March
April
May
August
September
December
March
CCRS (2013 COS)
Resources
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
30. Write routinely over extended time
frames, including time for research,
reflection, and revision, and shorter time
frames such as a single sitting or a day
or two for a range of discipline-specific
tasks, purposes, and audiences.
[W.3.10]
1.1, 1.2
1.4, 1.5
3.3
5.4
audience
purpose
reflection
research
revision
narrative
proofread
edit
Write for long or short periods of
time, depending on my task
Choose a writing structure to fit my
task, purpose, and/or audience
Write for a variety of reasons
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
4th
9 Weeks
50
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
June 2015
Vocabulary
discussions
conversation
role
comments
understanding
I Can
Date
Tested
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
Follow rules by respecting and
listening to others, and taking turns
during a discussion
1st
9 Weeks
51
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
December
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
CCRS (2013 COS)
Resources
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.5
3.3, 3.4
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
32. 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. [SL.3.2]
June 2015
Vocabulary
I Can
Date
Tested
Ask and answer questions when I
do not understand
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
main ideas
media
orally
visually
supporting details
video
graphs
graphics
charts
summarize
Identify information from a text
being read aloud
Identify information that is shared
through presentations
Compare the main idea with
supporting details from different
media forms with similar topics
2nd
9 Weeks
52
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
53
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
December
(continued)
December
September
December
January
March
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. e. Form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses.
[L.3.1e]
3.3, 3.4
verb tense
37. f. Ensure subject-verb and pronounantecedent agreement.* [L.3.1f]
1.5
3.2
3.5
5.3
antecedent
pronoun
subject-verb agreement
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
38.a. Capitalize appropriate words in
titles. [L.3.2a]
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
2nd
9 Weeks
1st
9 Weeks
June 2015
54
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
December
January
February
March
April
May
December
(continued)
October
November
December
January
February
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
Resources
Vocabulary
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
I Can
Date
Tested
3rd
9 Weeks
3rd
9 Weeks
June 2015
1st
9 Weeks
55
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
December
(continued)
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
Vocabulary
I Can
Date
Tested
dictionary
reference material
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Standard English
speech
quote
purpose
conventions
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
56
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
(continued)
November
December
January
February
March
April
May
October
December
January
March
December
January
February
March
April
CCRS (2013 COS)
40. 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. [L.3.4]
Resources
Vocabulary
3.1
3.3
4.1
4.3
5.5
6.1
6.4
40.b. Determine the meaning of the new
word formed when a known affix is
added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat). [L.3.4b]
2.3, 2.4
3.3
3.5, 4.1
5.4
affix
40.c. Use a known root word as a clue
to the meaning of an unknown word
with the same root (e.g., company,
companion). [L.3.4c]
3.4
4.1, 4.1
4.3
5.1
6.1, 6.3
root word
June 2015
I Can
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
2nd
9 Weeks
57
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Vocabulary
December
(continued)
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
3.1
3.3
4.1
4.3
5.5
6.1
6.4
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
2.1
3.2
5.2
degree of certainty
states of mind
shades of meaning
November
December
January
February
March
April
May
October
December
March
Resources
41.c. Distinguish shades of meaning
among related words that describe
states of mind or degrees of certainty
(e.g., knew, believed, suspected, heard,
wondered). [L.3.5c]
June 2015
I Can
Date
Tested
2nd
9 Weeks
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
3rd
9 Weeks
58
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
December
Notes:
1st
Semester
Notes:
June 2015
59
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
January
August
October
January
January
October
November
December
January
February
March
April
May
September
January
February
May
1. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. [RL.3.1]
1.1
2.2
4.1
explicitly
details
answer
question
text
sequence
demonstrate
understanding
Ask and answer questions before,
during and after reading a text
Answer questions by using words
and details from the text
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
17. Describe the logical connection
between particular sentences and
paragraphs in a text (e.g., comparison;
cause and effect; first, second, third in a
sequence). [RI.3.8]
1.3, 1.4
3.5
4.3
6.4
cause
comparison
effect
paragraph
sequence
connection
sentence
See how sentences go together to
form a paragraph
Identify words authors use to help
me make logical connections
between sentences and
paragraphs
Explain how connection words help
me understand a text
June 2015
1st
9 Weeks
3rd
9 Weeks
3rd
9 Weeks
60
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
August
October
November
January
February
March
April
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
prefixes
suffixes
20.c. Decode multi-syllable words.
[RF.3.3c]
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
multi-syllable
June 2015
I Can
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
Define
suffix them out
withoutprefix
havingand
to sound
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Break words into syllable
segments to help me decode
words I do not know
Date
Tested
1st
9 Weeks
2nd
9 Weeks
1st
9 Weeks
61
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
December
January
February
March
April
January
(continued)
August
September
October
November
December
January
February
March
May
September
January
March
CCRS (2013 COS)
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
Resources
Vocabulary
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
22.a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons. [W.3.1a]
1.5
3.5
5.5
I Can
Read with accuracy and fluency to
make my reading sound like
conversation
accuracy
poetry
prose
rate
fluently
expression
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
2nd
9 Weeks
June 2015
62
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
24. Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. [W.3.3]
Resources
3.5, 4.2
January
January
(continued)
August
January
February
March
April
May
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
24.d. Provide a sense of closure.
[W.3.3d]
1.2
4.1
4.5
5.2
6.2
6.5
3.5, 4.2
Vocabulary
characters
closure
descriptive details
dialogue
event
order
fantasy
narratives
narrator
phrases
sequence
experiences
information
problem
setting
descriptions
actions
thoughts
feelings
I Can
Date
Tested
Define narrative texts and describe
the basic parts of plot (introduction,
rising action, climax, falling action,
and resolution)
Use story elements (e.g., narrator,
characters, event/situation, etc.) to
begin my writing
Write a story about something that
has happened or an imagined
story
Tell the story in order from
beginning to end
Use words to describe the
characters’ actions and setting in
my story
Write a conclusion that sums up
the story
4th
9 Weeks
2nd
9 Weeks
closure
4th
Weeks
January
June 2015
63
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
January
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
June 2015
Vocabulary
I Can
Date
Tested
2nd
9 Weeks
4th
9 Weeks
64
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
August
September
October
November
December
January
February
March
April
May
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
discussions
conversation
role
comments
understanding
I Can
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
31.a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore ideas
under discussion. [SL.3.1a]
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
Bring the correct information to a
discussion
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
June 2015
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
1st
9 Weeks
65
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Explain my own ideas and tell what
I’ve learned from a discussion
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
66
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
67
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
January
March
April
January
(continued)
September
October
November
December
January
February
March
April
May
September
December
January
March
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
37. a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
particular sentences. [L.3.1a]
2.1
3.1
4.1
5.1, 5.2, 5.5
6.1, 6.3
adjectives
adverbs
nouns
pronouns
verbs
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. f. Ensure subject-verb and pronounantecedent agreement.* [L.3.1f]
1.5
3.2
3.5
5.3
antecedent
pronoun
subject-verb agreement
38.a. Capitalize appropriate words in
titles. [L.3.2a]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
I Can
Date
Tested
4th
9 Weeks
1st
9 Weeks
2nd
9 Weeks
1st
9 Weeks
June 2015
68
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
December
January
February
March
April
May
January
(continued)
October
November
December
January
February
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
Resources
Vocabulary
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
I Can
Date
Tested
3rd
9 Weeks
3rd
9 Weeks
June 2015
1st
9 Weeks
69
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
October
November
December
January
February
March
April
May
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
September
October
November
December
January
February
March
April
May
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
September
October
November
December
January
February
March
April
May
Vocabulary
I Can
Date
Tested
dictionary
reference material
2nd
9 Weeks
January
(continued)
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Standard English
speech
quote
purpose
conventions
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
70
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
November
December
January
February
March
April
May
October
December
January
March
December
January
February
March
April
CCRS (2013 COS)
40. 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. [L.3.4]
Resources
Vocabulary
3.1
3.3
4.1
4.3
5.5
6.1
6.4
I Can
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
40.b. Determine the meaning of the new
word formed when a known affix is
added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat). [L.3.4b]
2.3, 2.4
3.3
3.5, 4.1
5.4
affix
40.c. Use a known root word as a clue
to the meaning of an unknown word
with the same root (e.g., company,
companion). [L.3.4c]
3.4
4.1, 4.1
4.3
5.1
6.1, 6.3
root word
June 2015
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
2nd
9 Weeks
71
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
September
October
November
December
January
February
March
April
May
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
3.1
3.3
4.1
4.3
5.5
6.1
6.4
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
June 2015
I Can
Date
Tested
2nd
9 Weeks
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
72
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
January
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
January
Notes:
June 2015
73
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
February
August
October
February
April
February
February
March
April
May
2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text. [RL.3.2]
1.1
2.1
4.5
6.1, 6.2
central message
fables
folktales
moral
myths
retell recount
lesson
key details
Explain the lesson, message, or
moral using key details from a
story
Define central message, lesson,
and/or moral (overall idea an
author is trying to share)
Recount/retell stories in my own
words
1st
9 Weeks
5. 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. [RL.3.5]
4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
chapters
dramas
acts of scene
poems scene
builds
refer
verse
text
stage directions
Explain and use parts of a story
when writing or speaking about a
text
Explain and use the scene in a
drama when writing or speaking
about a text
Explain and use the stanza in a
poem when writing or speaking
about a text
Describe how each part of the text
builds on earlier parts to create the
story, drama or poem
3rd
9 Weeks
June 2015
stanza
74
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
March
April
February
(continued)
October
November
December
January
February
March
April
May
September
January
February
May
CCRS (2013 COS)
Resources
I Can
Date
Tested
cause
effect
sequence
relationship
historical events
scientific ideas or concepts
technical procedures
Define event, procedure, idea, and
concept
Tell about the time, sequence, and
cause and effect of a historical
event
Tell about the time, sequence, and
cause and effect of scientific ideas
Tell about the time, sequence, and
cause and effect of steps in a
procedure
Use language that shows time,
sequence, and cause/effect when
describing a text
3rd
9 Weeks
3rd
9 Weeks
Vocabulary
12. 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 and effect. [RI.3.3]
4.4
5.5
6.3
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
17. Describe the logical connection
between particular sentences and
paragraphs in a text (e.g., comparison;
cause and effect; first, second, third in a
sequence). [RI.3.8]
1.3, 1.4
3.5
4.3
6.4
cause
comparison
effect
paragraph
sequence
connection
sentence
See how sentences go together to
form a paragraph
Identify words authors use to help
me make logical connections
between sentences and
paragraphs
Explain how connection words help
me understand a text
June 2015
3rd
9 Weeks
75
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
(continued)
August
September
October
November
December
January
February
March
April
May
August
October
November
January
February
March
April
October
February
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
20.c. Decode multi-syllable words.
[RF.3.3c]
20.d. Read grade-appropriate irregularly
spelled words. [RF.3.3d]
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
2.3
4.4
Vocabulary
multi-syllable
I Can
Date
Tested
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Break words into syllable
segments to help me decode
words I do not know
Read longer words and words that
are spelled irregularly
June 2015
1st
9 Weeks
3rd
9 Weeks
76
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
December
January
February
March
April
February
(continued)
August
September
October
November
December
January
February
March
May
February
March
April
December
February
May
CCRS (2013 COS)
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
Resources
Vocabulary
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
I Can
Read with accuracy and fluency to
make my reading sound like
conversation
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
accuracy
poetry
prose
rate
fluently
expression
23.a. Introduce a topic and group
related information together; include
illustrations when useful to aiding
comprehension. [W.3.2a]
4.3
5.3
6.1, 6.3
Organize details and facts to
support the topic
23.d. Provide a concluding statement or
section. [W.3.2d]
3.4
4.4
6.4
Write a conclusion for my paper
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
2nd
9 Weeks
June 2015
77
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
January
February
March
April
May
February
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
I Can
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
1.2
4.1
4.5
5.2
6.2
6.5
descriptions
actions
thoughts
feelings
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
June 2015
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
78
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
February
(continued)
August
September
October
November
December
January
February
March
April
May
January
February
March
April
May
CCRS (2013 COS)
Resources
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
discussions
conversation
role
comments
understanding
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being the
discussed
Bring
correct information to a
Explain
my own ideas and tell what
discussion
I’ve learned from a discussion
31.a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore ideas
under discussion. [SL.3.1a]
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
79
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
February
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
80
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
81
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
February
(continued)
February
August
September
October
February
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. d. Form and use regular and
irregular verbs. [L.3.1d]
4.3, 4.5
verbs
irregular verbs
37.i. Produce simple, compound, and
complex sentences. [L.3.1i]
1.1, 1.2
1.3, 1.4
2.4
4.4
6.5
complex sentence
compound sentence
simple sentence
sentence
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
38.a. Capitalize appropriate words in
titles. [L.3.2a]
I Can
Date
Tested
1st
9 Weeks
3rd
9 Weeks
1st
9 Weeks
1st
9 Weeks
June 2015
82
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
December
January
February
March
April
May
February
(continued)
October
November
December
January
February
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
Resources
Vocabulary
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
I Can
Date
Tested
3rd
9 Weeks
3rd
9 Weeks
June 2015
1st
9 Weeks
83
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
February
(continued)
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
Vocabulary
I Can
Date
Tested
dictionary
reference material
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
Standard English
speech
quote
purpose
conventions
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
84
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
(continued)
November
December
January
February
March
April
May
August
September
February
March
May
December
January
February
March
April
CCRS (2013 COS)
40. 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. [L.3.4]
Resources
Vocabulary
3.1
3.3
4.1
4.3
5.5
6.1
6.4
40.a. Use sentence-level context as a
clue to the meaning of a word or
phrase. [L.3.4a]
1.2, 1.2
1.5
4.3, 4.4, 4.5
5.3, 5.5
6.4
context clues
40.c. Use a known root word as a clue
to the meaning of an unknown word
with the same root (e.g., company,
companion). [L.3.4c]
3.4
4.1, 4.1
4.3
5.1
6.1, 6.3
root word
June 2015
I Can
Date
Tested
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
2nd
9 Weeks
1st
9 Weeks
2nd
9 Weeks
85
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
(continued)
September
October
November
December
January
February
March
April
May
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
3.1
3.3
4.1
4.3
5.5
6.1
6.4
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
June 2015
I Can
Date
Tested
2nd
9 Weeks
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
86
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
February
Notes:
June 2015
87
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
Explain and use parts of a story
when writing or speaking about a
text
Explain and use the scene in a
drama when writing or speaking
about a text
Explain and use the stanza in a
poem when writing or speaking
about a text
Describe how each part of the text
builds on earlier parts to create the
story, drama or poem
3rd
9 Weeks
March
February
March
April
May
March
October
November
March
May
September
March
5. 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. [RL.3.5]
4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
6. Distinguish their own point of view
from that of the narrator or those of the
characters. [RL.3.6]
2.1, 2.3
2.5
5.1, 5.2
6.5
characters
narrator
point of view
Define point of view (someone’s
view or attitude about a situation)
Explain how my point of view is
similar to or different from a
narrator or character in a story
Determine the point of view of a
narrator or character of a story
10. Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers. [RI.3.1]
1.3, 1.4, 1.5
5.3
explicitly
text
demonstrate
answer
understanding
Ask questions and support
answers from text
Answer question about a text by
referring to words and phrases in
the text
June 2015
chapters
dramas
acts of scene
poems scene
builds
refer
verse
text
stage directions
stanza
3rd
9 Weeks
3rd
9 Weeks
88
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
March
April
March
(continued)
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
I Can
Date
Tested
cause
effect
sequence
relationship
historical events
scientific ideas or concepts
technical procedures
Define event, procedure, idea, and
concept
Tell about the time, sequence, and
cause and effect of a historical
event
Tell about the time, sequence, and
cause and effect of scientific ideas
Tell about the time, sequence, and
cause and effect of steps in a
procedure
Use language that shows time,
sequence, and cause/effect when
describing a text
3rd
9 Weeks
3rd
9 Weeks
Vocabulary
12. 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 and effect. [RI.3.3]
4.4
5.5
6.3
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
15. Distinguish their own point of view
from that of the author of a text. [RI.3.6]
2.4
5.4
author
point of view
valid
information
text
provide
account
Define point of view (the person’s
view or attitude about a situation)
Determine the point of view of an
author
Identify and describe how my point
of view is similar to or different
from the author viewpoints
October
March
June 2015
3rd
9 Weeks
89
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
March
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
August
October
November
January
February
March
April
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
prefixes
suffixes
20.c. Decode multi-syllable words.
[RF.3.3c]
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
multi-syllable
June 2015
I Can
Date
Tested
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
2nd
9 Weeks
Break words into syllable
segments to help me decode
words I do not know
1st
9 Weeks
90
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
September
December
January
February
March
April
March
(continued)
August
September
October
November
December
January
February
March
May
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
Resources
Vocabulary
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
Read with accuracy and fluency to
make my reading sound like
conversation
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
accuracy
poetry
prose
rate
fluently
expression
22. Write opinion pieces on topics or
texts, supporting a point of view with
reasons. [W.3.1]
5.1, 5.2, 5.3, 5.4,
5.5
concluding statement
opinion
phrases
point of view
fact
topic
introduction statement
conclusion statement
support
organization
linking words
March
June 2015
I Can
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
Determine my opinion or point of
view about something that I have
read
Support my opinion with details
from the text that I have noted on a
graphic organizer
Connect the reasons and details
with words like: because,
therefore, since, and for example
Write an opinion piece with an
introduction, supporting reasons
and a concluding
statement/section
4th
9 Weeks
91
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
September
January
March
March
March
(continued)
March
February
March
April
August
September
November
March
August
January
February
March
April
May
Resources
Vocabulary
22.a. Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons. [W.3.1a]
1.5
3.5
5.5
22.b. Provide reasons that support the
opinion. [W.3.1b]
5.1, 5.2, 5.3, 5.4,
5.5
22.d. Provide a concluding statement or
section. [W.3.1d]
5.1, 5.2, 5.3, 5.4,
5.5
23.a. Introduce a topic and group
related information together; include
illustrations when useful to aiding
comprehension. [W.3.2a]
4.3
5.3
6.1, 6.3
24.a. Establish a situation and introduce
a narrator, characters, or both; organize
an event sequence that unfolds
naturally. [W.3.3a]
1.1
1.3, 1.4
3.1
4.4
5.1
narrator
characters
sequence
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
1.2
4.1
4.5
5.2
6.2
6.5
descriptions
actions
thoughts
feelings
I Can
Date
Tested
2nd
9 Weeks
June 2015
4th
9 Weeks
concluding statement
concluding section
4th
9 Weeks
Organize details and facts to
support the topic
3rd
9 Weeks
4th
9 Weeks
2nd
9 Weeks
92
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
March
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
June 2015
Vocabulary
I Can
Date
Tested
2nd
9 Weeks
4th
9 Weeks
93
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
December
March
March
(continued)
August
September
October
November
December
January
February
March
April
May
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
I Can
30. Write routinely over extended time
frames, including time for research,
reflection, and revision, and shorter time
frames such as a single sitting or a day
or two for a range of discipline-specific
tasks, purposes, and audiences.
[W.3.10]
1.1, 1.2
1.4, 1.5
3.3
5.4
audience
purpose
reflection
research
revision
narrative
proofread
edit
Write for long or short periods of
time, depending on my task
Choose a writing structure to fit my
task, purpose, and/or audience
Write for a variety of reasons
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
discussions
conversation
role
comments
understanding
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
31.a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore ideas
under discussion. [SL.3.1a]
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6., 6.5
June 2015
Date
Tested
4th
9 Weeks
2nd
9 Weeks
Bring the correct information to a
discussion
3rd
9 Weeks
94
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
August
September
October
November
December
January
February
March
April
May
March
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
95
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
March
March
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
33. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
[SL.3.3]
2.1, 2.2, 2.3, 2.4
2.5, 3.3
5.1, 5.2, 5.3, 5.4,
5.5
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
June 2015
Vocabulary
elaboration
reasons
speaker
support
evidence
points
I Can
Stay focused on the topic
Ask questions about a speaker’s
presentation when I do not
understand or need more
information
Answer questions about a
speaker’s presentation by using
appropriate elaboration and detail
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
1st
9 Weeks
96
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
Vocabulary
Date
Tested
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
March
(continued)
October
November
January
March
April
37. a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
particular sentences. [L.3.1a]
2.1
3.1
4.1
5.1, 5.2, 5.5
6.1, 6.3
adjectives
adverbs
nouns
pronouns
verbs
September
October
November
December
January
February
March
April
May
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
1.5
3.2
3.5
5.3
antecedent
pronoun
subject-verb agreement
September
December
January
March
I Can
37. f. Ensure subject-verb and pronounantecedent agreement.* [L.3.1f]
4th
9 Weeks
1st
9 Weeks
June 2015
2nd
9 Weeks
97
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
March
(continued)
October
November
December
January
February
March
April
May
October
November
December
January
February
February
March
April
May
November
March
CCRS (2013 COS)
38.a. Capitalize appropriate words in
titles. [L.3.2a]
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.d. Form and use possessives.
[L.3.2d]
Resources
Vocabulary
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
2.5
5.4
possessives
apostrophe
I Can
Date
Tested
1st
9 Weeks
3rd
9 Weeks
3rd
9 Weeks
June 2015
2nd
9 Weeks
98
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
March
May
March
(continued)
August
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
Resources
Vocabulary
38.e. Use conventional spelling for highfrequency and other studied words and
for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
[L.3.2e]
5.2
6.5
base words
suffix
affix
roots
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
dictionary
reference material
I Can
Date
Tested
4th
9 Weeks
1st
9 Weeks
2nd
9 Weeks
June 2015
99
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
March
(continued)
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
Resources
Vocabulary
2.2
3.1
3.3
4.1
4.3
5.5
6.1
6.4
I Can
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Standard English
speech
quote
purpose
conventions
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
100
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
March
(continued)
November
December
January
February
March
April
May
August
September
February
March
May
October
December
January
March
CCRS (2013 COS)
40. 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. [L.3.4]
Resources
Vocabulary
3.1
3.3
4.1
4.3
5.5
6.1
6.4
I Can
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
40.a. Use sentence-level context as a
clue to the meaning of a word or
phrase. [L.3.4a]
1.2, 1.2
1.5
4.3, 4.4, 4.5
5.3, 5.5
6.4
context clues
40.b. Determine the meaning of the new
word formed when a known affix is
added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat). [L.3.4b]
2.3, 2.4
3.3
3.5, 4.1
5.4
affix
June 2015
Date
Tested
2nd
9 Weeks
1st
9 Weeks
3rd
9 Weeks
101
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
December
January
February
March
April
March
(continued)
September
October
November
December
January
February
March
April
May
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
40.c. Use a known root word as a clue
to the meaning of an unknown word
with the same root (e.g., company,
companion). [L.3.4c]
3.4
4.1, 4.1
4.3
5.1
6.1, 6.3
root word
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
3.1
3.3
4.1
4.3
5.5
6.1
6.4
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
June 2015
I Can
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
102
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
December
March
March
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
41.c. Distinguish shades of meaning
among related words that describe
states of mind or degrees of certainty
(e.g., knew, believed, suspected, heard,
wondered). [L.3.5c]
2.1
3.2
5.2
degree of certainty
states of mind
shades of meaning
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4,
5.5
6.1, 6.2, 6.3
6.4, 6.5
phrases
academic
specific
general
emotions
actions
precise
I Can
Date
Tested
3rd
9 Weeks
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
1st
9 Weeks
March
Notes:
June 2015
103
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
April
August
October
February
April
April
(continued)
February
March
April
May
October
November
March
May
2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text. [RL.3.2]
1.1
2.1
4.5
6.1, 6.2
central message
fables
folktales
moral
myths
retell recount
lesson
key details
Explain the lesson, message, or
moral using key details from a
story
Define central message, lesson,
and/or moral (overall idea an
author is trying to share)
Recount/retell stories in my own
words
1st
9 Weeks
5. 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. [RL.3.5]
4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
chapters
dramas
acts of scene
poems
scene
stanza
builds
refer
verse
text
stage directions
Explain and use parts of a story
when writing or speaking about a
text
Explain and use the scene in a
drama when writing or speaking
about a text
Explain and use the stanza in a
poem when writing or speaking
about a text
Describe how each part of the text
builds on earlier parts to create the
story, drama or poem
3rd
9 Weeks
6. Distinguish their own point of view
from that of the narrator or those of the
characters. [RL.3.6]
2.1, 2.3
2.5
5.1, 5.2
6.5
characters
narrator
point of view
Define point of view (someone’s
view or attitude about a situation)
Explain how my point of view is
similar to or different from a
narrator or character in a story
Determine the point of view of a
narrator or character of a story
June 2015
3rd
9 Weeks
104
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
February
March
April
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
12. 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 and effect. [RI.3.3]
4.4
5.5
6.3
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
June 2015
I Can
Date
Tested
cause
effect
sequence
relationship
historical events
scientific ideas or concepts
technical procedures
Define event, procedure, idea, and
concept
Tell about the time, sequence, and
cause and effect of a historical
event
Tell about the time, sequence, and
cause and effect of scientific ideas
Tell about the time, sequence, and
cause and effect of steps in a
procedure
Use language that shows time,
sequence, and cause/effect when
describing a text
3rd
9 Weeks
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
3rd
9 Weeks
Vocabulary
105
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
September
April
May
CCRS (2013 COS)
Resources
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
prefixes
suffixes
20.b. Decode words with common Latin
suffixes. [RF.3.3b]
1.4, 1.5
6.2
6.4
suffix
decode
Latin
June 2015
I Can
Date
Tested
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
2nd
9 Weeks
3rd
9 Weeks
106
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
August
October
November
January
February
March
April
April
(continued)
September
December
January
February
March
April
August
September
October
November
December
January
February
March
May
April
20.c. Decode multi-syllable words.
[RF.3.3c]
21.a. Read on-level text with purpose
and understanding. [RF.3.4a]
Resources
1.2
2.1, 2.2, 2.4
2.5, 3.1
4.1
4.5
5.1, 5.3
6.3
Vocabulary
multi-syllable
Date
Tested
Break words into syllable
segments to help me decode
words I do not know
1st
9 Weeks
1.3
3.2
3.3
4.1
4.3
5.1, 5.2
6.2
Read with accuracy and fluency to
make my reading sound like
conversation
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
accuracy
poetry
prose
rate
fluently
expression
21.c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as necessary.
[RF.3.4c]
6.1, 6.3
context
June 2015
I Can
2nd
9 Weeks
2nd
9 Weeks
Recognize when a word I have
read does not make sense within
the text
4th
9 Weeks
107
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
February
March
April
April
(continued)
August
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
23.a. Introduce a topic and group
related information together; include
illustrations when useful to aiding
comprehension. [W.3.2a]
4.3
5.3
6.1, 6.3
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
1.2
4.1
4.5
5.2
6.2
6.5
descriptions
actions
thoughts
feelings
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
purpose
task
organize
purpose
audience
develop
June 2015
I Can
Organize details and facts to
support the topic
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
2nd
9 Weeks
108
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
27. 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. [W.3.6]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
June 2015
Vocabulary
I Can
Date
Tested
4th
9 Weeks
109
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
August
September
October
November
December
January
February
March
April
May
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
discussions
conversation
role
comments
understanding
I Can
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
31.a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore ideas
under discussion. [SL.3.1a]
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
Bring the correct information to a
discussion
31.b. 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).
[SL.3.1b]
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Follow rules by respecting and
listening to others, and taking turns
during a discussion
June 2015
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
1st
9 Weeks
110
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Ask and answer questions when I
do not understand
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Explain my own ideas and tell what
I’ve learned from a discussion
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
111
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
112
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
October
November
January
March
April
April
(continued)
September
October
November
December
January
February
March
April
May
April
May
September
October
November
December
January
February
March
April
May
Resources
Vocabulary
37. a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
particular sentences. [L.3.1a]
2.1
3.1
4.1
5.1, 5.2, 5.5
6.1, 6.3
adjectives
adverbs
nouns
pronouns
verbs
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. g. Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on
what is to be modified. [L.3.1g]
6.2
6.4
adjectives
adverbs
comparative
superlative
38.a. Capitalize appropriate words in
titles. [L.3.2a]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
I Can
Date
Tested
4th
9 Weeks
1st
9 Weeks
4th
9 Weeks
1st
9 Weeks
June 2015
113
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
October
November
December
January
February
March
April
May
April
(continued)
October
November
December
January
February
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
Resources
Vocabulary
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
I Can
Date
Tested
3rd
9 Weeks
3rd
9 Weeks
June 2015
1st
9 Weeks
114
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
April
(continued)
October
November
December
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.3
5.5
6.1
6.4
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Vocabulary
I Can
Date
Tested
dictionary
reference material
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
Standard English
speech
quote
purpose
conventions
2nd
9 Weeks
2nd
9 Weeks
3rd
9 Weeks
June 2015
115
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
40. 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. [L.3.4]
November
December
February
March
April
May
April
(continued)
December
January
February
March
April
September
October
November
December
January
February
March
April
May
Resources
Vocabulary
3.1
3.3
4.3
5.5
6.1
6.4
I Can
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
40.c. Use a known root word as a clue
to the meaning of an unknown word
with the same root (e.g., company,
companion). [L.3.4c]
3.4
4.1, 4.1
4.3
5.1
6.1, 6.3
root word
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
June 2015
Date
Tested
2nd
9 Weeks
2nd
9 Weeks
2nd
9 Weeks
116
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
April
(continued)
November
December
January
February
March
April
May
September
October
November
April
May
41.a. Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take steps).
[L.3.5a]
Resources
3.1
3.3
4.1
4.3
5.5
6.1
6.4
Vocabulary
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
I Can
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
Date
Tested
2nd
9 Weeks
1.4
2.2
2.5
6.2
6.5
June 2015
117
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
April
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
Resources
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
April
Notes:
June 2015
118
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
CCRS (2013 COS)
Resources
Vocabulary
I Can
Date
Tested
Explain and use parts of a story
when writing or speaking about a
text
Explain and use the scene in a
drama when writing or speaking
about a text
Explain and use the stanza in a
poem when writing or speaking
about a text
Describe how each part of the text
builds on earlier parts to create the
story, drama or poem
3rd
9 Weeks
May
February
March
April
May
May
October
November
March
May
October
November
December
January
February
March
April
May
5. 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. [RL.3.5]
4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
6. Distinguish their own point of view
from that of the narrator or those of the
characters. [RL.3.6]
2.1, 2.3
2.5
5.1, 5.2
6.5
characters
narrator
point of view
Define point of view (someone’s
view or attitude about a situation)
Explain how my point of view is
similar to or different from a
narrator or character in a story
Determine the point of view of a
narrator or character of a story
3rd
9 Weeks
14. Use text features and search tools
(e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given
topic efficiently. [RI.3.5]
2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
hyperlinks
sidebars
text features
topic
search tools
efficiently
relevant
Use text features (e.g., headings,
bold words, captions, highlighted
words, etc.) to locate information
Use search tools (e.g., sidebars,
key words, hyperlinks, etc.) to
locate information
Explain how text features and
search tools help locate
information quickly
3rd
9 Weeks
June 2015
chapters
dramas
acts of scene
poems scene
builds
refer
verse
text
stage directions
stanza
119
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
January
February
May
May
(continued)
August
September
October
November
December
January
February
March
April
May
September
December
January
March
April
May
CCRS (2013 COS)
Resources
17. Describe the logical connection
between particular sentences and
paragraphs in a text (e.g., comparison;
cause and effect; first, second, third in a
sequence). [RI.3.8]
1.3, 1.4
3.5
4.3
6.4
20. Know and apply grade-level phonics
and word analysis skills in decoding
words. [RF.3.3]
1.1, 1.2
1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, .4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
20.a. Identify and know the meaning of
the most common prefixes and
derivational suffixes. [RF.3.3a]
1.3
3.2, 3.3, 3.4
3.5
5.2, 5.4, 5.5
6.1
6.5
June 2015
Vocabulary
cause
comparison
effect
paragraph
sequence
connection
sentence
prefixes
suffixes
I Can
Date
Tested
See how sentences go together to
form a paragraph
Identify words authors use to help
me make logical connections
between sentences and
paragraphs
Explain how connection words help
me understand a text
3rd
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Read longer words and words that
are spelled irregularly
Break words into syllable
segments to help me decode
words I do not know
Read irregularly spelled words
without having to sound them out
1st
9 Weeks
Define prefix and suffix
Find prefixes and suffixes in words
Explain the meanings of common
prefixes and suffixes
2nd
9 Weeks
120
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
April
May
May
(continued)
August
September
October
November
December
January
February
March
May
December
February
May
August
January
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
20.b. Decode words with common Latin
suffixes. [RF.3.3b]
1.4, 1.5
6.2
6.4
suffix
decode
Latin
21.b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
[RF.3.4b]
1.1, 1.2
1.4, 1.5
2.1, 2.2, 2.3
3.1
3.4
3.5, 4.1
4.4, 4.5
5.3, 5.4, 5.5
6.4, 6.5
accuracy
poetry
prose
rate
fluently
expression
23.d. Provide a concluding statement or
section. [W.3.2d]
3.4
4.4
6.4
24.b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations. [W.3.3b]
1.2
4.1
4.5
5.2
6.2
6.5
I Can
Explain the meanings of common
prefixes and suffixes
Determine the meaning of words
with suffixes
Date
Tested
3rd
9 Weeks
2nd
9 Weeks
Write a conclusion for my paper
2nd
9 Weeks
descriptions
actions
thoughts
feelings
June 2015
2nd
9 Weeks
121
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
May
(continued)
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
25. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for writing
types are defined in standards 22-24
above.) [W.3.4]
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
26. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. (Editing
for conventions should demonstrate
command of the first three Language
standards in Grades K-3.) [W.3.5]
27. 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. [W.3.6]
June 2015
Vocabulary
I Can
purpose
task
organize
purpose
audience
develop
Identify the writing style that best
fits my task and purpose
Use brainstorming, graphic
organizers, and writing with a
group for a specific reason
Create a piece of writing that
shows my understanding of a
specific writing style
editing
revising
plan
develop
organize
purpose
proofreading
feedback
Use prewriting strategies to create
my idea
Edit my writing to make it better
Revise my writing with multiple
drafts when needed
Prepare a final draft
collaborate
publish
technology
interact
keyboard
digital word processing
copy and paste
search engine
toolbar
spell check
Use resources and technology to
create a writing project with a
classmate or small group
Use technology to collaborate work
with others
Use keyboarding skills to publish
my writing
Date
Tested
2nd
9 Weeks
4th
9 Weeks
122
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
May
(continued)
August
September
October
November
December
January
February
March
April
May
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on Grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly. [SL.3.1]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
31.a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore ideas
under discussion. [SL.3.1a]
31.b. 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).
[SL.3.1b]
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6., 6.5
1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
June 2015
Vocabulary
discussions
conversation
role
comments
understanding
I Can
Bring the correct information to a
discussion
Give ideas about that information
to the group
Follow rules by respecting and
listening to others, and taking turns
during a discussion
Ask and answer questions when I
do not understand
Add to the discussion by making
comments about the information
being discussed
Explain my own ideas and tell what
I’ve learned from a discussion
Date
Tested
2nd
9 Weeks
Bring the correct information to a
discussion
3rd
9 Weeks
Follow rules by respecting and
listening to others, and taking turns
during a discussion
1st
9 Weeks
123
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
May
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Resources
31.c. Ask questions to check
understanding of information presented,
stay on topic, and link their comments to
the remarks of others. [SL.3.1c]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.2
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
31.d. Explain their own ideas and
understanding in light of the discussion.
[SL.3.1d]
June 2015
Vocabulary
I Can
Date
Tested
Ask and answer questions when I
do not understand
1st
9 Weeks
Explain my own ideas and tell what
I’ve learned from a discussion
2nd
9 Weeks
124
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
May
(continued)
August
September
October
November
December
January
February
March
April
May
August
September
October
November
December
January
February
March
April
May
Not found in
pacing notes,
but all parts of
standard 37
are paced.
CCRS (2013 COS)
Resources
34. 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. [SL.3.4]
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
1.1, 1.2
1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
36. Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See Grade 3 Language
standards 37 and 39 for specific
expectations.) [SL.3.6]
Vocabulary
I Can
Orally share a topic or text, story or
experience with facts and
appropriate details
Report my information by speaking
clearly at an understandable
speed.
clarification
clarify
details
audience
presentation
respond
formal English
informal English
Recognize a complete sentence (a
group of words that expresses a
complete thought)
Speak using complete sentences
when asked to provide details or
clarification
Date
Tested
2nd
9 Weeks
1st
9 Weeks
37. Demonstrate command of the
conventions of Standard English
grammar and usage when writing or
speaking. [L.3.1]
June 2015
125
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
September
October
November
December
January
February
March
April
May
May
(continued)
April
May
August
September
October
February
May
September
October
November
December
January
February
March
April
May
37. c. Use abstract nouns (e.g.,
childhood). [L.3.1c]
Resources
Vocabulary
I Can
Date
Tested
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
abstract nouns
37. g. Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on
what is to be modified. [L.3.1g]
6.2
6.4
adjectives
adverbs
comparative
superlative
4th
9 Weeks
37.i. Produce simple, compound, and
complex sentences. [L.3.1i]
1.1, 1.2
1.3, 1.4
2.4
4.4
6.5
complex sentence
compound sentence
simple sentence
sentence
1st
9 Weeks
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
capitalize
italics
38.a. Capitalize appropriate words in
titles. [L.3.2a]
1st
9 Weeks
1st
9 Weeks
June 2015
126
Houston County Schools
Grade 3 ELA
2015 -2016
Month
CCRS (2013 COS)
Taught
October
November
December
January
February
March
April
May
May
(continued)
October
November
December
January
February
February
March
April
May
March
May
38.b. Use commas in addresses.
[L.3.2b]
38.c. Use commas and quotation marks
in dialogue. [L.3.2c]
38.e. Use conventional spelling for highfrequency and other studied words and
for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
[L.3.2e]
Resources
Vocabulary
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
address
comma
2.1
2.5
3.2
3.5
4.3
4.3
5.5
6.1
6.4
commas
dialogue
question marks
5.2
6.5
base words
suffix
affix
roots
I Can
Date
Tested
3rd
9 Weeks
3rd
9 Weeks
June 2015
4th
9 Weeks
127
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
May
(continued)
August
September
October
November
December
January
February
March
April
May
September
October
November
December
January
February
March
April
May
October
November
December
February
March
April
May
CCRS (2013 COS)
Resources
Vocabulary
38.f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words. [L.3.2f]
1.1, 1.2
1.3, 1.4
2.1, 2.2, 2.3, 2.4
2.5, 3.1
3.2, 3.3, 3.4
4.1
4.3, 4.4, 4.5
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
6.4
word families
base word
spelling pattern
affix
suffix
38.h. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
[L.3.2g]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
dictionary
reference material
39. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening. [L.3.3]
2.2
3.1
3.3
4.3
5.5
6.1
6.4
I Can
Date
Tested
1st
9 Weeks
2nd
9 Weeks
Use words and phrases to make
my language more exciting and
create interest
Explain how spoken language
differs from written language
Follow standard English rules
when writing
June 2015
2nd
9 Weeks
128
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
May
(continued)
November
December
January
February
March
April
May
August
September
February
March
May
CCRS (2013 COS)
39.b. Recognize and observe
differences between the conventions of
spoken and written Standard English.
[L.3.3b]
40. 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. [L.3.4]
40.a. Use sentence-level context as a
clue to the meaning of a word or
phrase. [L.3.4a]
Resources
1.3
2.2
2.5
3.2
3.5
4.3
5.5
6.1
6.4
Vocabulary
I Can
Standard English
speech
quote
purpose
conventions
Date
Tested
2nd
9 Weeks
3rd
9 Weeks
3.1
3.3
4.1
4.3
5.5
6.1
6.4
Use context clues to determine the
meaning of a new word
Use reference materials (e.g.,
dictionaries, glossaries,
thesauruses, internet, etc.) to find
the meanings of words and
phrases
Use base/root words to determine
the meaning of unknown words
Recognize and define common
affixes (e.g., un-, dis-, -able, -less)
to determine the meaning of
unknown words
Break down unknown words into
parts (affix, root) to determine the
meaning
1.2, 1.2
1.5
4.3, 4.4, 4.5
5.3, 5.5
6.4
June 2015
2nd
9 Weeks
context clues
1st
9 Weeks
129
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
Vocabulary
May
(continued)
40.d. Use glossaries or beginning
dictionaries, both print and digital, to
determine or clarify the precise meaning
of key words and phrases. [L.3.4d]
1.3
2.1
2.5
3.2
3.5
4.3
5.5
6.1
6.4
clarify
dictionaries
glossaries
digital
precise
41. Demonstrate understanding of word
relationships and nuances in word
meanings. [L.3.5]
3.1
3.3
4.1
4.3
5.5
6.1
6.4
literal
non-literal
phrases
context state of mind
degrees of certainty
specific
shades of meaning
November
December
January
February
March
April
May
September
October
November
April
May
Resources
41.a. Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take steps).
[L.3.5a]
I Can
Date
Tested
2nd
9 Weeks
Explain the difference between
literal meaning (it means what it
says) and non-literal meaning
(sometimes what you say is not
exactly what you mean) of words
and phrases
Recognize the difference between
literal and non-literal phrase
meanings when reading
Make a real-life connection (text to
self) to words I hear and read
Recognize words that have similar
meaning, and choose the word that
best describes the mood/state of
mind
2nd
9 Weeks
1.4
2.2
2.5
6.2
6.5
June 2015
130
Houston County Schools
Grade 3 ELA
2015 -2016
Month
Taught
May
(continued)
August
September
October
November
December
January
February
March
April
May
CCRS (2013 COS)
42. Acquire and use accurately gradeappropriate 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). [L.3.6]
Resources
1.1
1.3
2.2, 2.3, 2.4
2.5
3.1
3.2, 3.3, 3.4
3.5, 4.1
4.3, 4.4, 4.5
5.1, 5.2, 5.3,
5.4, 5.5
6.1, 6.2, 6.3
6.4, 6.5
Vocabulary
phrases
academic
specific
general
emotions
actions
precise
I Can
Use words and phrases, telling
when and where, that are grade
level appropriate
Recognize the difference between
more precise words (e.g., saunter
versus walking) and phrases and
subject specific words (pulley,
democracy, etc.) and phrases
Date
Tested
1st
9 Weeks
May
Notes:
2nd
Semester
Notes:
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking are marked with an asterisk (*).
The “I Can” Statements are adapted from the North Dakota “I Can” statements.
June 2015
131
Houston County Schools
Grade 3 ELA
2015 -2016
Assessment Schedule
2015 - 2016
1
2
3
7
20
20c
24c
31c
36
37c
37i
38
38a
38f
40a
42
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
AL CCRS Standards
AL CCRS Standards
AL CCRS Standards
AL CCRS Standards
8
11
16
18
20a
21a
21b
22a
23b
23d
24b
25
31
31d
32
34
35
37
37e
37f
38d
38h
39
39b
40
40c
40d
41
41b
5
6
10
12
13
14
15
17
20b
20d
21
22c
23
June 2015
23a
23c
29
31a
33
37b
37d
38b
38c
39a
39b
40b
41c
4
9
19
21c
22
22b
22d
24
24a
27
28
30
37a
37g
37h
38e
38g
132
Houston County Schools
Grade 3 ELA
2015 -2016
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
AL CCRS Standards
AL CCRS Standards
AL CCRS Standards
AL CCRS Standards
RL
RI
RF
1
2
3
7
20
20c
W
SL
24c
31c
36
Assessment:
Teacher
observation/
checklist
Assessment:
Teacher
observation/
checklist
RL
8
L
37c
37i
38a
38
38f
40a
42
RI
11
16
18
W
20a
21a
21b
SL
22a
23b
23d
24b
25
31
31d
32
34
35
Assessment:
Teacher
observation/
checklist
Assessment
Teacher
observation/
checklist
Reading Standards for Literature (RL)
Writing Standards (W)
RF
RL
5
6
L
37
37e
37f
38d
38h
39
39b
40
40c
40d
41
41b
RI
10
12
13
14
15
17
W
20b
20d
21
SL
22c
23
23a
23c
29
31a
33
Assessment
Assessment:
Teacher
observation/
checklist
Teacher
observation/
checklist
Reading Standards for Informational Text (RI)
Speaking and Listening Standards (SL)
June 2015
RF
RL
4
9
L
37b
37d
38b
38c
39a
39b
40b
41c
RI
19
W
RF
21c
SL
22
22b
22d
24
24a
27
28
30
L
37a
37g
37h
38e
38g
Assessment
Teacher
observation/
checklist
Reading Standards: Foundational Skills (RF)
Language Standards (L)
133