Third Grade ELA Standards Delivery Map 2016- 2017
Reading and Math Baseline Universal
Screening: August 22-Sept. 2
SMART START allows you to teach routines and background information for academic
success in Treasures.
Strategy,
Routine, or Skill Presented in
Treasures
SMART START
August 18 through August 26
(7 days)
Multisyllabic Word Strategy (S4; Decoding Strategy Chart S28)
What is Fluency? Pace, accuracy, expression
Using a dictionary (S12)
Vocabulary routine (define, example, ask (S 7, R 52)
Vocabulary Notebook (word squares (S9, R42)
Vocabulary strategy: Types of context clues (S10)
Vocabulary strategies morphology (Greek and Latin roots)
Idioms
Identify rhyme (intro)
Informational text features (maps, charts, diagrams, time line, boldface words graphics
(S16)
Nonfiction text structures (S17. Reader’s Notebook S36)
Genres – set up genre pages in Reader’s Notebook (S14, reproducible S30)
QAR: question-answer relationship strategy (S30)
Reading narrative text (S14)
Vocabulary strategy: Types of context clues (S10)
Six Syllable Types (S6)
Dictation of multisyllablic words (S 7, R52)
Using a Thesaurus
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Third Grade ELA Standards Delivery Map 2016 - 2017
Progress Reports: October 3-7
Reading and Math Universal Screening: October 10-21
Unit 1: Let’s Learn - “Why Is Learning Important?”
August 29 through October 7 (29 Days)
Background Knowledge and Concepts
Baseball
Building
Thomas Jefferson
Theatre (show, Ballet)
Architecture
Abraham Lincoln
Anansi Stories
“Green” Schools
Frederick Douglas
Wolves (real and story)
Environmental Change
Know and use complex word families when reading to decode unfamiliar words [-ead (short e), -aste,
eigh (long a), -old, -ow (long o), -ight, -igh, -ise (long i)
Decode regular multisyllabic words (multisyllabic section of weekly phonics, supplement by syllable
division practice of phonics words).
Fluency (target = 79 wpm)
Identify and define the terms: synonyms and antonyms
Levels of specificity among grade-appropriate words (p.109B) Teach vocabulary [specific, general,
example, class, and category] and be able to give a specific example from a given class.
Use definition and appositive context clues. Use context clues to clarify the meaning of multiple
meaning words.
Find the entry word, definition, syllabication, and part of speech in a dictionary.
Use knowledge of prefixes and suffixes to determine the meaning of words (prefixes: un-, non-, re-.
Suffixes: -er, -est
Demonstrate comprehension by identifying answer in the text (QAR strategies, right there strategy).
Recall major points in the text and make and modify predictions about forth coming information
(mastery)
Determine what characters are like by what they say and do and by how the author or illustrator
portrays them (character traits).
Identify the speaker or narrator in a selection
Identify the sentence types: declarative, interrogative, imperative, and exclamatory. (Also teacher
statement, question, command, exclamation.)
Alphabetical order
Understand the structure and organization of dictionary, thesaurus, atlas, and encyclopedia.
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Third Grade ELA Standards Delivery Map 2016 - 2017
Parent Conferences: November 9 – 18
Thanksgiving Break: November 21 - 25
Unit 2:Neighbors and Communities
“How Do Community Members Work Together?”
October 10 through November 18 (29 Days)
Background knowledge and Concepts
Creating Communities
Barter, Business
Gold Rush, Mining
Boom Towns
Raising Butterflies
CA Native Americans
Zoos, Fundraising
Community Helpers
Building Houses
Habitat for Humanity
Know and use complex word families when reading to decode unfamiliar words [-ief, -ield (long e), -atch, etch, etc. (digraphs)]
Decode regular multisyllabic words (multisyllabic section of weekly phonics, supplement by syllable
division practice of phonics words).
Fluency (target 86 wpm)
Use antonyms in context to determine meaning of unknown words (p.212, Vocab Strat 15).
Teach ordering general to specific and specific to general. Teach identifying the class (category) from
examples. (p 241B) [Prerequisite skill to main idea].
Use example type context clues to determine meaning of unknown words.
Use titles, table of contents, chapter headings, glossary, index, to locate information. (2-3 parts of a book,
teach using a glossary, index).
Distinguish main idea and details. (Mastery of stated main idea, supporting details to at least paragraph
level. 2-3, 2-4 and Green Intervention Books: Comprehension)
Identify and use verbs (Writers Workshop week 4).
Identify and use subjects and verbs correctly in speaking and writing simple sentences (irregular plurals
and strong verbs).
Punctuate titles of books correctly.
Use commas in dates, locations, and addresses and for items in a series (intro and practice).
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Third Grade ELA Standards Delivery Map 2016 - 2017
Parent Conferences: November 9 – 18
Thanksgiving Break: November 21 - 25
Winter Break: December 23 – January 6
Progress Reports: January 23 - 27
K-5 Opinion Writing Performance Task: January 30-February 3
Unit 3: Express Yourself
“How Do Writers and Artists Express Themselves?”
November 28 through January 27 (33 Days)
Background Knowledge and Concepts
Storytellers
Global Warming
Native American Government
History of Communication
Authors:
Lulu Delacre
Helen Lester
Writing a Book
Korea (writing)
Inventions (history)
Artists, Illustrators,
Painting
Traveling
Know and use complex word families when reading to decode unfamiliar words [-oil (oi,oy), -ew (oo)]
Decode regular multisyllabic words (multisyllabic section of weekly phonics, supplement by syllable
division practice of phonics words)
Fluency (Target= 92 WPM)
Use synonyms in context. Define homographs and determine which is used in context (3-3), define
homophones and begin studying examples (3-5)
Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations. [Practice previously taught skills p. 344B, 421B.]
Use synonym and general sentence clues, mastery of all explicit context clues (definition, appositive,
synonym, antonym, example, general).
Use knowledge of prefixes to determine the meaning of words. [prefixes un, r, pre, bi, mis, dis (dis is
taught in unit 5) to mastery.]
Ask question and support answers by connecting prior knowledge with literal information found in and
inferred from the text (drawing conclusions, QAR author and me). [initial instruction]
Demonstrate comprehension by identifying answers in the text. (QAR think and search – sequence).
Understand and be able to use complete and correct declarative, interrogative, imperative and
exclamatory sentence in writing and speaking. (Speaking and writing complete sentences, knowing
when to tend a sentence.) [sentence mechanics 3-1, 3-2 – mastery]
Identify subjects and verbs that are in agreement
Punctuate dates, city and state correctly
Use commas in dates, locations, addresses, and for items in a series
Capitalize geographical names, holidays, historical periods and special events correctly (mastery).
Understand the structure and organization of dictionary, thesaurus, atlas, encyclopedia (mastery).
Opinion Writing
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Third Grade ELA Standards Delivery Map 2016 – 2017
Progress Reports: January 23 – 27
Reading and Math Universal Screening: January 30-February 10
K-5 Opinion Writing Performance Task: January 30-February 3
Presidents’ Break: February 20 – 24
Report Card Conferences: March 7 – 10
Unit 4: Our Teams – “What Makes a Strong Team”
January 30 through March 17 (30 Days)
Background knowledge and Concepts
Pollution
Astronauts
Choir
Matter
Fundraising
The Night Sky (moon)
Paul Bunyan
Physical Change
Unemployment
Earth’s Rotation
Robots
Chemical Change
Know and use complex word families when reading to decode unfamiliar words [-awl, -awn, -ould, ought, -alk, (variant au), -edge, -udge (soft g)]
Decode regular multisyllabic words (multisyllabic section of weekly phonics, supplement by syllable
division practice of phonics words)
Fluency (Target= 98 WPM)
Use thesaurus for synonyms and antonyms. Learn additional homophones.
Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the
importance of these relations [mastery]
Context clues, multiple meaning words
Use knowledge of suffixes to determine the meaning of words. [suffixes: review er, est; teach : ful,
ly) [mastery]
Ask question and support answers by connecting prior knowledge with literal information found in
and inferred from the text (more practice in drawing conclusions).
Recall major points in the text and make and modify predictions about forth coming information
(review)
Extract appropriate and significant information from the text including problems and solutions (nonfiction [text structure] and fiction [plot])
Comprehend basic plots of classic fairy tales, myths, folktales, legends, fables. (Myths are found in
5-5.)
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Informative Writing Performance Task: April 3-7
Progress Reports: April 10-13
Spring Break: April 14 - April 21
ThirdReading
Grade
Standards
Delivery
Map 2016 - 2017
andELA
Math Universal
Screening:
May 8-23
Unit 5: Amazing Animals – “What Makes Each Animal Unique?”
March 20 through May 5 (29 Days)
Background Knowledge and Concepts
Environment
Extinction
Adaptation
Ocean Dead
Zones
Animal Homes
Habitats
Antarctica, Deserts (SW)
Plant and Animal Needs
Penguins, Spiders
Hamsters, Pigs
Roadrunners
Armadillos
Peccaries
Coyotes, Snakes
Lizards
Hives
Burrows
Beaver Dam
Nests
Decode regular multisyllabic words (multisyllabic selection of weekly phonics, supplement by syllable
division practice of phonics words).
Read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation, and
expression.
Learn more homophones and homographs
Use sentence and word context to find the meaning of unknown words. Synonym clues within a
paragraph.
Use a dictionary while reading (in context) to find the meaning of unknown words. Synonym clues within
a paragraph.
Use a dictionary while reading (in context) to find the meaning of unknown words
Ask question and support answers by connecting prior knowledge with literal information found in and
inferred from the text (drawing conclusions, QAR author and me).
Distinguish main idea and details. (Mastery of stated main idea, supporting details to at least paragraph
level. 2-3, 2-4 and Green Intervention Books: Comprehension)
Distinguish common forms of literature including poetry, drama, fiction, non-fiction.
Identify and use adjectives and articles correctly in writing and speaking. (Particular attention to third
person present tense.)
Revise drafts to improve logical progression of ideas
Informative/Explanatory Writing
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Reading and Math Universal Screening: May 8-23
Third Grade ELA Standards Delivery Map 2016 - 2017
Unit 6: Story Tellers – “What Makes a Good Story?”
May 8 through June 8 (23 Days)
Background knowledge and Concepts
Solar System
Native Americans:
Aesop’s Fables
China, Mexico
Clean Water
Kumeyay Serrano
Trickster Tales
Russia, South Korea
Big Dipper
Chumash
Fairy Tales
India
North Star
Pueblo (Zuni)
Baking
Monks (Buddhist)
Decode regular multisyllabic words (multisyllabic section of weekly phonics, supplement by
syllable division practice of phonics words)
Read aloud narrative and expository text fluently and accurately with appropriate pacing
intonation, and expression. (Target = 110 WPM)
Use synonym and general sentence clues, mastery of all explicit context clues (idioms, using a
dictionary along with context clues.)
Ask question and support answers by connecting prior knowledge with literal information found
in and inferred from the text. (Generating questions, Green Comprehension Intervention Book,
lesson 15 and 16.)
Comprehend basic plots of classic fairy tales, myths, folktales, legends, fables. (More
examples)
Determine what characters are like by what they say or do and by how the author or illustrator
portrays them (comparing and contrasting characters and their traits)
Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives,
compound words and articles correctly in writing and speaking (review as necessary)
Identify and use adjectives and articles correctly in writing and speaking.
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