10/06/14 5/10 Days [ 3.R.RL.03] I can analyze characters in a story and prove why their actions affect the sequence of events. 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 analyze characters in a story and prove why their actions affect the sequence of events." III-R-4:HI-14 describing the characters’ traits and their motivations within a fictional text. 40/40 Days [ 3.L.01def] I can apply concepts of conventions when writing and speaking. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and III-L-1:HI-5 (v) using simple present tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences. III-L-1:HI-6 (v) producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement. III-L-1:HI-7(v)
III-L-1:HI-12(v) III-L-1:HI-18(v) III-L-1:HI-19(v) III-L-1:HI-20(v) III-L-1:HI-21(v) 40/40 Days [ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Capitalize appropriate words in titles. b.Use commas in addresses. c.Use commas and quotation marks in dialogue. d.Form and use possessives. e.Use conventional spelling for high-frequency and other studied III-W-2:HI-2 spelling multi-syllable words using knowledge of syllabication and spelling patterns. III-W-2:HI-3 spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals). III-W-2:HI-4 using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5 using punctuation for: - sentence endings -semi-colons in a series, introductory clauses, dialogue and direct address -quotation marks for dialogue and titles
30/40 Days [ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic. Write an informative/explanatory text to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. "I can compose and illustrate an informational report that includes III-W-1:HI-4 writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary. III-W-1:HI-5 writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).
III-L-1:HI-19(v) III-L-1:HI-20(v) III-L-1:HI-21(v) 25/40 Days [ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Capitalize appropriate words in titles. b.Use commas in addresses. c.Use commas and quotation marks in dialogue. d.Form and use possessives. e.Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, III-W-2:HI-2 spelling multi-syllable words using knowledge of syllabication and spelling patterns. III-W-2:HI-3 spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals). III-W-2:HI-4 using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5 using punctuation for: - sentence endings -semi-colons in a series, introductory clauses, dialogue and direct address -quotation marks for dialogue and titles -colons to punctuate business letter salutations -apostrophes to punctuate contractions
strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/ c. uncomfortable, care/careless, heat/preheat). d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) e.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. "I can assess the meaning of a word or phrase using a variety of explaining the meaning and usage of grade-specific academic vocabulary and symbols. III-L-2:HI-7(vocab) using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. III-L-2:HI-10(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and words. III-L-2:HI-12(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. III-L-2:HI-14(vocab) using a dictionary to identify meanings, spellings, and pronunciations of content words.
strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/ c. uncomfortable, care/careless, heat/preheat). d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) e.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. "I can assess the meaning of a word or phrase using a variety of explaining the meaning and usage of grade-specific academic vocabulary and symbols. III-L-2:HI-7(vocab) using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. III-L-2:HI-10(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and words. III-L-2:HI-12(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. III-L-2:HI-14(vocab) using a dictionary to identify meanings, spellings, and pronunciations of content words.
strategies." 15/40 Days [ 3.L.05] I can differentiate between figurative language and literal language. Demonstrate understanding of word relationships and nuances in word meanings. a.Distinguish the literal and meanings of words and phrases in context (e.g., take steps). b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between III-L-2:HI-9(vocab) completing and explaining analogous relationships (e.g., bravery: courage :: smooth: ______). III-L-2:HI-13(vocab) interpreting the meaning of figurative language including in a variety of texts.
III-L-1:HI-21(v) 15/40 Days [ 3.L.02] I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Capitalize appropriate words in titles. b.Use commas in addresses. c.Use commas and quotation marks in dialogue. d.Form and use possessives. e.Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). III-W-2:HI-2 spelling multi-syllable words using knowledge of syllabication and spelling patterns. III-W-2:HI-3 spelling grade appropriate words (i.e., high frequency, common, academic, homonyms and plurals). III-W-2:HI-4 using capitalization for proper nouns (i.e., names, place names, dates, holidays, languages), titles (including book and poem titles), and abbreviations. III-W-2:HI-5 using punctuation for: - sentence endings -semi-colons in a series, introductory clauses, dialogue and direct address -quotation marks for dialogue and titles -colons to punctuate business letter salutations -apostrophes to punctuate contractions and plural possessives
a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/ c. uncomfortable, care/careless, heat/preheat). d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) e.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. "I can assess the meaning of a word or phrase using a variety of strategies." symbols. III-L-2:HI-7(vocab) using knowledge of base/root words and affixes (prefixes and suffixes) to determine the meaning of unknown grade-level content words. III-L-2:HI-10(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level homonyms and words. III-L-2:HI-12(vocab) using context clues in a variety of content texts to confirm the intended meaning of grade-level content words. III-L-2:HI-14(vocab) using a dictionary to identify meanings, spellings, and pronunciations of content words. 10/40 Days [ 3.L.05] I can differentiate between figurative language and III-L-2:HI-9(vocab) completing and explaining analogous
literal language. Demonstrate understanding of word relationships and nuances in word meanings. a.Distinguish the literal and meanings of words and phrases in context (e.g., take steps). b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). "I can differentiate between figurative language and literal language." relationships (e.g., bravery: courage :: smooth: ______). III-L-2:HI-13(vocab) interpreting the meaning of figurative language including in a variety of texts.
grade language when I speak." thoughts. III-LS-1:HI-9 asking questions to clarify ideas and concepts. 5/40 Days [ 3.W.02] I can compose and illustrate an informational report that includes main idea and details about a topic. Write an informative/explanatory text to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within III-W-1:HI-4 writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary. III-W-1:HI-5 writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.).
meaningful word parts) in writing words. g.Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. "I can prove proficient knowledge of conventions including capitalization, punctuation, and spelling." 12/01/14 5 Days Benchmark #2 1 Days [ G3.W.AD.05] Additional Standards 3.W.04. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.05. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. III-W-1:HI-2 writing simple poetry using a variety of poetic devices and figurative language including: personification, onomatopoeia, alliteration, simile and metaphor. III-W-1:HI-3 taking notes using self selected formats based upon knowledge of oral or written text structures with instructional support. (e.g., Student selects Venn Diagram for comparing and contrasting text). III-W-1:HI-5
3.W.06. 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. 3.W.08. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). III-W-1:HI-6 writing a variety of functional text that address audience, stated purpose and context: Letters Directions Procedures Graphs/Tables Brochures III-W-3:HI-1 generating and organizing ideas to create a prewriting plan using multiple methods (brainstorming, webbing, writer’s notebook, journal, etc.). III-W-5:HI-1 recording, evaluating and organizing information, observations or questions on a topic of student interest from two or more sources (experiment, article,
12/15/14 5/10 Days [ 3.R.RL.07] 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 can draw conclusions about the text based on the illustrations in a story." III-R-4:HI-14 describing the characters’ traits and their motivations within a fictional text. III-R-4:HI-17 relating illustrations to fictional text. 40/40 Days [ 3.L.01ghij] Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, III-L-1:HI-8 (adj) using comparative and superlative adjectives (e.g., big, bigger, biggest; more/most/less/least, etc.). III-L-1:HI-9 (adj) using irregular comparative and superlative adjectives. III-L-1:HI-5 (adv) using regular comparative and superlative adverbs (e.g., slowly, less slowly, least slowly, etc.). III-L-1:HI-1 (c) defining, using, and differentiating