Download Western Dubuque Community School District Grade 3 Literacy Unit 1

Unit 1:
Western Dubuque Community School District
Grade 3 Literacy
November-December
Common Core Standards (click for student learning targets)
RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events.
•I can identify character actions in a story.
•I know the sequence of events is the order of the things that happen in the story.
•I can identify the sequence of events in a story.
•I know characters can be described based on their traits, motivations, feelings, thoughts, or interactions..
•I know a character's actions can contribute to the sequence of events in a story.
RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.
•I know the main idea of a text is the central thought or point the the author is trying to make about a topic.
•I know recount means to retell with details.
•I know the main idea of informational text is often stated explicitly in a topic sentence or opening paragraph.
•I know an author will often use signal words to show supporting details in a text (e.g., such as, also, one reason, and
another reason).
RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
•I know that definitions and synonyms of content words can be included in the sentence as sentence-level context
clues.
•I know an affix is a word part added to the beginning or the ending of a root word to change the meaning of the word.
•I can identify common affixes and their meanings.
•I can identify common roots in words and their meanings.
•I know a dictionary is a book of words in alphabetical order containing their definitions.
•I can use sentence-level context clues, affixes, common roots, glossaries, and dictionaries to determine the meaning of
unknown words and phrases.
RF.3.3c-Decode multi-syllable words.
•I know spelling patterns can be pronounced differently in some words.
•I know multisyllabic words often contain the schwa sound.
•I know the schwa sound can be spelled with any vowel pattern.
•I can recognize a word with more than one syllable.
•I can recognize word parts.
•I can recognize the six syllable types.
•I can identify syllable division patterns.
•I can orally read multisyllabic words.
RF.3.4-Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a-Read on-level text with purpose and understanding.
•I can identify common prefixes and derivational suffixes.
•I know the meaning of common prefixes and derivational suffixes..
•I know that I can change the meaning, the pronunciation, or the spelling of a word by adding a derivational suffix.
RF.3.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
•I know strategies for decoding words.
•I know rereading can improve my understanding.
•I can make corrections while reading orally.
W.3.1d-Provide a concluding statement or section.
Assessment
Resources for Instruction
•I know a concluding statement can be one or more sentences (e.g., a concluding section).
•I can determine the connection between the introduction and conclusion.
W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences
•I know that technique, as it applies to writing, is the way a writer interacts with the audience (e.g., dialogue, character
interactions, figurative language).
•I know the audience and purpose determine the form (e.g., memoirs, fiction, biographies, poetry.)
•I know narrative stories include a challenge, obstacles, and an outcome.
•I can determine the difference between real and imagined events.
•I can determine an effective form for my narrative based on the audience and purpose.
•I can determine which descriptive details to include in a narrative.
•I can sequence narrative events in a logical order.
•I can support main concepts with descriptive details.
•I can determine which effective techniques to use (e.g., figurative language, imagery, author's point of view, humor,
sarcasm, irony, sensory details, dialogue, monologue).
•I can compose a narrative piece with well sequenced events, effective technique and descriptive details.
W.3.3c-Use temporal words and phrases to signal event order.
•I know temporal words and phrases show the passage of time (e.g., in the evening, before I went to school).
•I can determine which temporal words enhance the flow of a story.
W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to
task and purpose.
With guidance and support from adults:
•I know different tasks and purposes require different forms of writing.
•I know purpose in writing is why an author writes (e.g., persuade, inform, entertain).
•I know a task is a piece of work (e.g., a written narrative, informative, explanatory text).
•I can compose an organized piece of writing that is appropriate to task and purpose.
W.3.5-With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, and
editing.
With guidance and support from peers and adults:
•I know planning is a multi-step process: generate ideas, gather information, categorize and group findings, and arrange
information according to task.
•I know revising is changing what is written to make it more effective (e.g., clarity, focus, description, or persuasive).
•I know editing is correcting a story for mechanical errors in conventions and grammar (e.g., spelling, grammar,
punctuation, style).
•I know revising and editing are different processes.
•I know English conventions for writing structures.
•I know writing is recursive; through which I would cycle through the phases of the writing process numerous times in
the course of developing a single piece of writing.
•I can decide how to edit writing with correct conventions and grammar syntax.
•I can decide how to revise writing to make it clear, informative, descriptive, or convincing.
•I can analyze suggestions given and decide how to revise or edit writing based on those suggestions.
•I can compose a piece of writing that uses several stages of planning, revising, and editing.
SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of
others.
SL.3.2-Deteremine 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.3.3-Ask and answer questions about a speaker, offering appropriate elaboration and detail.
SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2f-Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
•I can use my knowledge of onset and rime to correctly spell new words (e.g., race, place, face or night, fight, bright).
•I know that there are rules and spelling patterns that govern the English language (e.g., "qu" is always followed by a
vowel, English words rarely end with the consonants "v", "j", or "z".)
•I can use my knowledge of the six types of syllable patterns to correctly spell new words (e.g., closed, vowel-consonant
e, open, vowel combination, consonant -le, r-controlled).
•I can use my knowledge of ending rules to correctly spell new words (e.g., laughs, teaches, cries).
•I know that a prefix is a meaningful word part and when added to the beginning of a base and root word, it changes
the meaning of the word (e.g., replay, impossible, bilingual, triangle).
•I know that a suffix is a meaningful word part and when added to the end of a base and root word, it changes the
meaning of the word (e.g., thoughtful, happily, comfortable, instructor).
•I can use my knowledge of base and root words and affixes to correctly spell new words.
•I can identify and determine the meaning of English words that start with a Greek or Latin number prefix (e.g.,
unicycle, centimeter, hexagon, gigabyte).
•I know that there are Greek and Latin based meaningful root words that cannot stand alone (e.g., ped, dict, ology,
astro).
•I know that most Greek roots can be combined to make words (e.g., telephone, microscope, astronaut, geology).
•I know that most Latin roots can be combined with one or more affixes to make words (e.g., construct, dictate, pedal,
migrate).
•I can use my knowledge of Greek and Latin word parts to correctly spell new words.
L.3.4-Determine or clarify the meaning of unknown multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.
•I can identify words that are unknown or unfamiliar in a sentence.
•I can identify sentence-level clues.
•I can determine the meaning of a word or phrase from sentence-level context clues.
L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words
and phrases.
•I can locate glossaries or dictionaries in both print and digital format.
•I can alphabetize words.
•I can determine the definition of a word using a glossary or beginning dictionary.
•I can determine the best definition for a word when more than one definition is listed.
•I can analyze the root word and affixes to determine the definition of an unknown word.
Instructional Plan


Themes
Communities
Antarctica
Reading & Listening Comprehension
 Character
 Setting
 Plot
 Main Idea and Details
 Problem and Solution

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Grammar, Mechanics, & Usage
Action Verbs
Present-Tense Verbs
Past-Tense Verbs
Future-Tense Verbs
Sentence Combining with Verbs
Quotation Marks
Spelling/ Phonics


Vocabulary Strategies
Word Parts:
 Compound Words
 Context Clues
 Sentence Clues
 Unfamiliar Words
Dictionary:
 Unfamiliar Words
 Homographs
 Multiple-Meaning Words
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
Literary Elements, Text Feature &
Study Skills
Bar Graph
Time Line
Dictionary or Glossary
Diagram
Writing
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Personal Narrative
o First-person
o Time order words
o Personal feelings
Writing a paragraph
o Topic sentence
o Details
Colons in Time
Commas in Dates and Places
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

Assessment
Writing rubric
Treasures weekly assessments
Treasures unit assessment
Other
Western Dubuque Community School District
Grade 3 Literacy
Unit 2:
Common Core Standards (click for student learning targets)
RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
•I know that details and examples from literary text can be used as textual evidence to support an answer.
•I know that explicit references are based on exactly what is written in literary text.
•I can ask questions about literary text referring to specific details.
•I can answer questions about a literary text using explicit references to support their answer.
•I can find evidence within a literary text to support an answer.
•I can refer to text to support my conclusions.
RL.3.2-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.
•I know stories come from different cultures and time periods.
•I know stories can teach me a lesson that relates to life and events around me.
•I know the moral of the story is not usually found directly in the text but must be inferred using details from the text.
•I know a fable has a moral or lesson to learn.
•I know a folktale has been handed down over generations.
•I know a myth contains characters that are supernatural beings that can be used to illustrate cultural beliefs.
•I know to recount means to retell.
•I can analyze details from the text to determine the message or lesson in a piece of literature.
•I can use details from the text to explain how I determined the message or lesson.
RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
• I know literal language is words or phrases that express their most common meaning.
• I know nonliteral language is words or phrases that have to be interpreted by the reader because their meaning is not
explicitly stated.
• I know a phrase is a group of words that have meaning.
• I know context clues are the words or phrases surrounding an unknown word that can provide hints about the
meaning of the word.
RL.3.5-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.
• I know stories are organized into sections or chapters.
• I know dramas are organized into scenes.
• I know poems are organized into verses and stanzas.
RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
•I know details and examples from informational text can be used as evidence to support an answer.
•I know readers refer to explicit information in an informational text to support their conclusions.
•I know that explicit information is stated directly in the informational text.
RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
• I know text features such as maps, diagrams, timelines, tables, text boxes, photos, and illustrations.
• I know key words are specific words or phrases describing images, text, and documents about a topic, which are used
to locate relevant information on a topic within a text or when searching the Internet.
• I know sidebars are short stories next to a larger article which contrast or give additional information on the article.
Assessment
Resources for Instruction
• I know hyperlinks are words, phrases, or images on a web page that allow the user to click to another web page or
document.
• I know the purpose of each text feature and search tool.
RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding
of the text (e.g., where, when, why, and how events occur).
•I can identify types of illustrations, such as maps, photographs, diagrams, and graphs.
•I know that illustrations and words in a text work together to give information about where, when, why, and how
important events happen.
RF.3.3d-Read grade appropriate irregularly spelled words.
•I know some words have infrequent spelling patterns.
•I know some spelling patterns are not pronounced the way they appear.
•I can recognize words with unusual spelling patterns.
RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
•I know fluency includes reading with few or no errors.
•I know fluency includes reading at an appropriate rate.
•I know fluency includes reading with expression.
•I know fluency improves with repeated readings.
•I know automaticity means I can read words quickly and easily.
•I know the structure and organization of prose.
•I know the structure and organization of poetry.
•I know reading poetry may require reading with rhythm.
•I know reading poetry has an emphasis on phrasing.
W.3.1-Write opinion pieces on topics or text, supporting a point of view with reasons.
•I know an introduction is a sentence or group of sentences that provides the reader with an overview of the topic.
•I can use proper transitions in my writing to connect reasons supporting a point of view.
•I know a concluding statement reinforces the ideas and opinions presented in the introduction.
•I know a point of view is a writer's perspective on a topic or text.
•I can write about a topic from a specific point of view.
•I can choose reasons that support a point of view.
•I can compose an organized opinion piece that includes a point of view and supporting reasons.
W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
reasons.
•I know an introduction provides a purpose and background information about a topic.
•I know an opinion states my thoughts or feelings on a topic or text.
•I can determine relevant reasons to support my opinion.
• I can group related ideas to best support the opinion and purpose of my writing.
•I can write an introduction that provides a purpose and background information about a topic.
W.3.1b-Provide reasons that support the opinion.
•I know an opinion states a preference or judgment about a topic.
•I can determine which reasons support my opinions.
W.3.1c-Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
• I know linking words and phrases (e.g., because, therefore, since, for example).
• I can determine appropriate linking words that connect my opinions and reasons.
• I can compose an organized opinion piece that uses linking words and phrases.
W.3.3c-Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
•I know temporal words and phrases show the passage of time (e.g., in the evening, before I went to school).
SL.3.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore other ideas under discussion.
L.3.1b-Form and use regular and irregular plural nouns.
•I know some singular nouns can be changed to a plural noun when adding -s or -es to the end of a word.
•I know that some irregular plural nouns change a vowel sound when they become plural (e.g., goose to geese, mouse
to mice, tooth to teeth, man to men, woman to women).
•I know some nouns do not change when they become plural (e.g., deer, fish, sheep, species).
•I know a singular noun ending with -s, -ch, -sh, -x, or -z add -es to make it plural (e.g., witness to witnesses, church to
churches, fish to fishes, box to boxes, buzz to buzzes).
•I know certain singular nouns that end in a consonant and -o must add -es to make it plural (e.g., hero to heroes,
potato to potatoes, volcano to volcanoes).
•I know a some singular nouns ending with -y and is preceded with a consonant, the -y changes to an -i and the plural es is added (e.g., army to armies, sky to skies).
•I know a some singular nouns that end in -y which is preceded by a vowel becomes -ys for the plural form (e.g., bay to
bays, boy to boys, delay to delays).
•I know a singular noun ending with -f or -fe become plural by adding -s to the end (e.g., chief to chiefs, proof to
proofs).
•I know a singular noun ending with -ff becomes plural by adding -s to the end (e.g., sheriff to sheriffs, tariff to tariffs).
•I know a singular noun ending with -f or -fe changes to -v and -s or -es is added to create the plural form (e.g., wife to
wives, knife to knives, half to halves, scarf to scarves).
•I know that some nouns ending in -s have no singular form (e.g., glasses, intestines, bowels, thanks, goods).
•I know that some nouns are plural but do not end in -s (e.g., people, police, cattle, feet).
•I know singular nouns ending in -is change to -es becoming plural (e.g., analysis to analyses).
•I know singular nouns ending in -on change to -a becoming plural (e.g.,criterion to criteria, phenomenon to
phenomena).
•I know singular nouns ending in -ex or -ix change to -ices becoming plural (e.g., appendix to appendices, index to
indices, vertex to vertices).
•I know some singular nouns ending in -us change to -i becoming plural (e.g., focus to foci, stimulus to stimuli, thesaurus
to thesauri, syllabus to syllabi, cactus to cacti, octopus to octopi).
L.3.1c-Use abstract nouns (e.g., childhood).
•I know abstract nouns name ideas, emotions, or qualities that cannot be seen or touched.
•I can identify abstract nouns in text.
•I can define abstract nouns.
•I can use abstract nouns to express feelings, explain ideas, or describe characteristics in my writing.
•I can use abstract nouns to express feelings, explain ideas, or describe characteristics in speaking or writing.
L.3.1h-Use coordinating and subordinating conjunctions.
•I know the coordinating conjunction and connects related thoughts or items.
•I know the coordinating conjunction but connects an unexpected, contrasting subordinate clause to the independent
clause.
•I know the coordinating conjunction or connects an alternative subordinate clause to the independent clause.
•I know the coordinating conjunction for connects a supportive subordinate clause to the independent clause.
•I can determine which coordinating conjunction would work best with the specific context.
•I know a subordinating conjunction joins a subordinate clause joins a subordinate clause to a main clause.
•I know nonessential conjunctions are used when the absence of the subordinate clause would not change the meaning
of a sentence.
•I know both coordinating and subordinate are usually preceded by commas.
L.3.1i-Produce simple, compound, and complex sentences.
•I know a simple sentence consists of one simple (or complex) subject and one simple (or complex) predicate.
•I know an independent (or main) clause expresses a complete thought.
•I know a subordinate (or dependent) clause contains a subject (or noun) and a verb but does not express a complete
thought.
•I know a compound sentence consists of two or more sentences (independent clauses) connected by a comma and a
conjunction.
•I know a complex sentence consists of one sentence (independent clause) and one or more phrases (dependent
clauses).
L.3.2a-Capitalize appropriate words in titles.
•I can capitalize the first and last words in a title.
•I know articles, conjunctions, and prepositions are not capitalized (unless they are the first word in a title).
•I can capitalize nouns, pronouns, adjectives, verbs, and adverbs in a title.
L.3.2d-Form and use possessives.
•I know a possessive noun shows ownership.
•I know a noun ending in the sound of 's' is usually in the possessive form if followed by another noun.
•I know in order to form the possessive of a singular noun, not ending in an 's' sound, I must add an apostrophe plus 's'
to the noun (e.g., Nevada's educational system).
•I know to form the possessive of a singular noun, ending in an 's' sound, I must add an 's' plus an apostrophe to the
noun (e.g., Sparks' educational system).
•I know a regular plural noun (a noun that ends in "s" or "es") forms the plural possessive by adding an apostrophe after
the 's' (e.g., students' workbooks).
•I know an irregular plural noun (a noun that does not end in "s") forms the plural possessive by adding an apostrophe
plus 's' to the word (e.g., children's playground).
L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
•I can correctly spell grade-level appropriate high frequency words.
•I can identify base and root words.
•I know some suffixes, when added to a base/root word, only change the form of the word and not the meaning of the
word (e.g., -ing, -ed, -s/-es, -ness).
•I know rules to add suffixes to a base and root word (e.g., running, tried, writes, or sadness).
•I can correctly use references (e.g., beginning dictionary, spell-check) to check and correct any misspelled words.
Instructional Plan


Themes
Earth Space
Plants
Vocabulary Strategies
Word Parts:
 Antonyms
 Plural endings
 Context Clues
Dictionary:
 Unfamiliar Words
Reading & Listening Comprehension
 Summarize
 Fantasy and Reality
 Fact and Opinion
 Author’s Purpose
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Literary Elements, Text Feature &
Study Skills
Alliteration and Repetition
Photos with Captions
Italics
Headings
Pronunciations
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Grammar, Mechanics, & Usage
Nouns(CommonandProper,
SingularandPlural,Irregular,Possessiv
e)
Sentence Combining with Nouns
Capitalization
Punctuation
Book Titles
Assessment
 Writing rubric
 Treasures weekly assessments
 Treasures unit assessments
Spelling/ Phonics
Other
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
Homographs
Multiple-Meaning Words
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Bold and Colored Type
Internet Article
Parts of a Book
Writing

Personal Narrative
o State opinion
o Support opinion
o Opinion words
Unit 3:
Western Dubuque Community School District
Grade 3 Literacy
November-December
Common Core Standards (click for student learning targets)
Assessment
Resources for Instruction
RL.3.7- 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).
•I know aspects of a text's illustrations contribute to what is conveyed by the words in a text.
•I can identify the mood in a text.
•I can identify the character traits in a text.
•I can identify the setting in a text.
W.3.3a - Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
•I know a narrator is the character who tells a story.
•I know a character is a person, or anything presented as a person, in a literary piece (e.g., an animal, an object, a
natural force, a spirit).
•I know that establishing a situation in a narrative involves introducing the setting, the challenge, and the characters of
the story.
•I know plot is the structure of a story, the sequence in which the author arranges events.
•I can determine a plot for a narrative story.
W.3.3b - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
•I know dialogue is the words that are spoken by characters in a story.
•I can determine the actions, thoughts, and feelings that should be included in a story to help the plot develop.
•I can determine when to add dialogue, thoughts, or actions.
•I can determine descriptive words about the characters thoughts, actions, and feelings
L.3.2c - Use commas and quotation marks in dialogue.
•I can use commas in dialogue to set off words, phrases, or clauses that break the flow of a sentence (e.g., We can come
to your house today or, if you wish, Saturday.)
•I can use commas to set off afterthoughts at the end of a sentence (e.g., It isn't too late to go to the park, is it?)
•I can use commas in dialogue to set off transitional expressions (e.g., however, therefore) and independent comments
(e.g., obviously, of course).
•I know quotation marks come in pairs (opening and closing quotation marks).
•I know a direct quotation represents the exact words of a speaker.
•I know an indirect quotation is a restatement of person's words.
•I can use quotation marks in a direct quotation.
•I know quotation marks are not used in an indirect quotation.
Instructional Plan


Themes
Ecosystems
Illustrators/Animation
Reading & Listening Comprehension
 Make Inferences
 Plot and Setting
 Cause and Effect
 Sequence
 Make Inferences
 Plot
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Grammar, Mechanics, & Usage
Action Verbs
Present-Tense Verbs
Past-Tense Verbs
Future-Tense Verbs
Sentence Combining with Verbs
Quotation Marks
Colons in Time
Spelling/ Phonics

Vocabulary Strategies
 Synonyms
Dictionary:
 Unfamiliar Words
 Homophones
 Multiple-Meaning Words
Context Clues:
 Sentence Clues

Text Feature & Study Skills
Charts
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Writing

Fictional Narrative i.e. fairy tale
o Characters
o Dialogue
o Plot
Commas in Dates and Places
Assessments
Writing rubric
Treasures weekly assessment
Treasures unit assessment
Other
Western Dubuque Community School District
Grade 3 Literacy
Unit 4:
Common Core Standards (click for student learning targets)
RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar
characters (e.g., in books from a series).
•I know that theme is a connecting message that is developed throughout a literary text.
•I know that setting is the time period and location of a story.
•I know that plot is the sequence of events in a text.
•I can identify the theme, setting, and plot in a text.
•I can compare how theme, setting, and plot are similar in stories written by the same author about the same or similar
characters.
•I can contrast how theme, setting, and plot are different in stories written by the same author about the same or
similar characters.
RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
•I know comparisons tell the similarities and differences between two or more things.
•I can identify comparisons within a text.
•I know that cause/effect describes why one or more events occurred.
•I can identify cause and effect relationships within a text.
•I know that sequential order of a text describes events in the order they happened or tells the ordered steps to do or
make something.
•I can identify sequential order of a text.
•I know authors use different structures to present information within a text.
•I can explain why the connection between particular sentences and paragraphs in a text is a comparison, cause/effect
or sequential order.
•I can describe how the logical connection between particular sentences and paragraphs in a text help the reader
understand the author's points.
RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.
•I can identify important points in informational text.
•I can identify key details in informational text.
•I know that important points in a text are the most important pieces of information the author gives the reader.
•I know that key details in a text are pieces of information that support the important points.
•I know that some details are more important than others.
•I can compare and contrast how two informational texts on the same topic present the most important points.
•I can compare and contrast how two informational texts on the same topic present the key details.
W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
•I know informative text structures.
•I know explanatory text structures.
•I know information is facts, evidence, or prior experiences.
•I can determine the organizational structure that is appropriate for the topic and purpose.
•I can organize ideas, new information, and prior knowledge to clearly explain the topic.
•I can compose informative texts that clearly convey ideas and information about a chosen topic.
•I can compose explanatory texts that clearly convey ideas and information about a chosen topic.
L.3.1d-Form and use regular and irregular verbs.
•I know regular verbs follow a consistent pattern of inflection in the past, present, and future tenses.
Time Frame:
Assessment
Resources for Instruction
•I know regular verbs in the present tense use the base form of the verb, except in the third person singular which adds
the inflection /s/ (or /es/ if the verb ends with /ss/, /x/, /ch/, or /tch/).
•I know regular verbs in the past tense add /ed/.
•I know regular verbs in the future tense add the word will before the base form of the verb.
•I know irregular verbs do not add /ed/ in the past tense and may have irregular spellings in the present tense.
•I can recognize common irregular verbs, such as be, have, and do.
•I can use the correct form of regular and irregular verbs when writing.
L.3.1e-Form and use the simple (e.g. I walked; I walk; I will walk) verb tenses.
•I know the simple verb tenses are past, present, and future.
•I know the present tense of the verb is usually the base form of the verb.
•I know the past tense of a verb usually ends in /ed/.
•I know the future tense of a verb usually has will before it.
•I can differentiate verbs in the past, present, and future tenses.
•I can determine the verb tense needed in a sentence.
Instructional Plan
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Themes
Ecosystems
Economics
Money
Culture
Vocabulary Strategies
Dictionary:
 Idioms
 Multiple-Meaning Words
Context Clues:
 Examples
Word Parts:
 Contractions
 Endings (er, est)
Reading & Listening Comprehension
 Compare and Contrast
 Draw Conclusions
 Make and Confirm Predictions
Literary Elements, Text Feature &
Study Skills
 Diagrams
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Writing
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Explanatory Writing
o Time order words
o Step-by-step directions
Grammar, Mechanics, & Usage
Nouns(CommonandProper,
SingularandPlural,Irregular,Possessiv
e)
Sentence Combining with Nouns
Capitalization
Punctuation
Book Titles
Grammar, Mechanics, & Usage
Verbs (be, do, have)
Linking Verbs
Main and Helping Verbs
Irregular Verbs
Contractions with Not
End Punctuation
Quotation Marks
Spelling/ Phonics
Other
Western Dubuque Community School District
Grade 3 Literacy
Unit 4:
Time Frame:
Common Core Standards (click for student learning targets)
Assessment
Resources for Instruction
L.3.1f-Ensure subject-verb and pronoun-antecedent agreement.
•I know subjects are nouns or noun phrases that are "doing" or "being" in a sentence.
•I know the subject and verb in a sentence have to agree in number: singular subjects require singular verbs, plural
subjects require plural verbs.
•I know a pronoun is a substitute for a noun.
•I know the antecedent is the noun to which the pronoun refers.
•I know the pronoun and antecedent in a sentence have to agree in person, number, and gender.
•I can write sentences with subject-verb agreement.
•I can write sentences with pronoun-antecedent agreement.
•I can identify and correct mistakes in subject-verb agreement.
•I can identify and correct mistakes in pronoun-antecedent agreement.
•I can determine whether subjects and verbs agree (are both singular or both plural) in a sentence.
•I can determine whether the pronoun and antecedent agree (are both female or male, are both singular or both plural,
are both a person or both an object) in a sentence.
Instructional Plan
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Themes
American History
Vocabulary Strategies
Context Clues:
 Figurative Language
 Analogies
Word Parts:
 Compound Words
 Word Families
 Possessives
Reading & Listening Comprehension
 Sequence
 Cause and Effect
 Fact and Opinion
 Make and Confirm Predictions
 Description
Literary Elements, Text Feature &
Study Skills
 Skim and Scan
 Map
 Look for Keywords
• Descriptive Writing (Compare and Contrast)
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Writing
Grammar, Mechanics, & Usage
Pronouns
Subject and Object Pronouns
Possessive Pronouns
Pronoun-Verb Agreement
Pronoun-Verb Contractions
Capitalization
Grammar, Mechanics, & Usage
Verbs (be, do, have)
Linking Verbs
Main and Helping Verbs
Irregular Verbs
Contractions with Not
End Punctuation
Quotation Marks
Spelling/ Phonics
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Assessment
Writing Rubric
Treasures weekly
assessment
Treasures unit assessment
Western Dubuque Community School District
Grade 3 Literacy
Unit 6:
Common Core Standards (click for student learning targets)
RL.3.10-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.
RI.3.10-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.
RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.
•I can recognize common letter patterns in words.
•I can recognize common affixes.
•I can recognize common root/base words.
•I can recognize common syllable patterns in words.
•I can recognize common syllable types in words.
•I can use common spelling patterns to help me read words.
•I can use common syllable patterns to read syllables in words.
•I can pronounce a syllable using its syllable type.
•I can break a word into its affixes and root/base word to pronounce it.
RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes.
•I can identify common prefixes and derivational suffixes.
•I know the meaning of common prefixes and derivational suffixes..
•I know that I can change the meaning, the pronunciation, or the spelling of a word by adding a derivational suffix.
RF.3.3b-Decode words with common Latin suffixes.
•I know a Latin suffix can be pronounced as a unit.
•I can identify the Latin suffix in a word.
•I know how to pronounce the Latin suffix.
•I can identify the root/base of a word.
•I know a Latin suffix can be one or more syllable(s).
•I can break a word into its root/base word and Latin suffix.
•I can blend through each syllable.
•I can blend the syllables together to make a word.
•I can orally read a word with a Latin suffix.
W.3.2b-Develop the topic with facts, definitions, and details.
•I know a fact is information that can be proven or verified.
•I know a definition is a statement of what a word or expression means.
•I know details are small facts or pieces of information relating to a topic.
•I can determine key information to include in my writing.
W.3.7-Conduct short research projects that build knowledge about a topic.
•I know research is an investigation of a topic that uses more than one credible resource.
•I know different methods that can be used to conduct short research projects.
•I know how to properly conduct research to avoid plagiarism.
•I can select appropriate sources to obtain information to support an idea, topic or task in a piece of writing.
•I can record information about my research.
•I can analyze gathered information for relevance and support of my topic.
•I can determine what information should be included in my writing project.
•I can organize information in a logical manner.
Time Frame:
Assessment
Resources for Instruction
•I can relate the information they learned during research to enhance an idea or opinion about a topic.
•I can create a research project from information gained through investigations of different aspects of a topic.
W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories.
•I know recalled past experiences can be relevant information.
•I know how to gather information from print and digital sources.
•I know notes are brief written summaries of information.
•I know evidence is statement supported by facts.
•I can determine which sources to use for research (e.g., past experiences, print sources, digital sources).
•I can determine if information is relevant to a topic.
•I can sort and categorize notes.
•I can summarize and paraphrase information.
•I can write brief notes using various sources of information.
•I can sort information into categories.
L.3.1a-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular
sentences.
•I know a noun names a person, place, thing or idea.
•I know a pronoun is a word used in place of a noun or another pronoun.
•I know that a verb expresses an action, a condition, or a state of being.
•I know a linking verb links a subject to a predicate.
•I know an adjective modifies or limits the meaning of a noun or pronoun.
•I know an adverb modifies a verb, an adjective, or another adverb.
L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be
modified.
•I know comparative adjectives and adverbs are formed by using the suffix -er.
•I know comparative adjectives and adverbs compare two persons, places, or things.
•I know comparative adjectives and adverbs are used in context with subordinating conjunctions, such as "than".
•I know superlative adjectives and adverbs are usually formed by using the suffix -est.
•I know superlative adjectives and adverbs compare more than two things.
•I know there are exceptions to the superlative rule.
•I know when to use most or least with longer superlatives.
L.3.2b-Use commas in addresses.
•I can use a comma in an address to separate the city and state.
•I can use a comma to separate street, city, and state in an address used within a sentence.
L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
•I can identify and define root words.
•I can identify and define affixes.
•I can apply my knowledge of affixes to known words in order to determine word meanings.
L.3.4c-Use known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
•I know and define grade appropriate root words.
•I can identify the root word within an unknown word.
•I can connect known root words to unknown words with the same root.
•I can determine the meaning of an unknown word using the connection to a known root word.
Instructional Plan
Themes
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Animals
Vocabulary Strategies
Context Clues:
 Paragraph Clues
Word Parts:
 Prefixes
 Greek Roots
 Suffixes
Dictionary:
 Multiple-Meaning Words
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Reading & Listening Comprehension
 Theme
 Make judgments
 Problem and solution
 Author’s purpose
 Draw conclusions
Literary Elements, Text Feature &
Study Skills
 Personification
 Moral
Expository Writing (report)
o Main idea
o Facts/details
o Introduction, body, conclusion, transition words
Spelling/ Phonics
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Writing
Grammar, Mechanics, & Usage
Adjectives and Articles
Adjectives that Compare
Adverbs that Tell How
Adverbs that Tell When
Adverbs that Tell Where
Sentence Combining with Adjectives
and Adverbs
Commas
Comparative and Superlative Forms
Other