Last updated: 10/22/2014

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TCSD Pacing Guide February -June 3rd Grade

Skills

(Fundations, Spelling)

Unit 8 - Week 1

Key Concept:  Consonant le words

 

Unit 8 - Week 2

Key Concept:  Consonant le exception

 

Unit 8 - Week 3

Key Concept-  Teaching sion and tion

 

 

Unit 9 - Week 1

Key Concept:   r controlled sounds:  ar, or, ir, er, ur

 

Unit 9 - Week 2

Key Concepts:  teach er sound for ar and or (beggar, doctor).  Teach er as a suffix

 

Unit 9 - Week 3

Key Concepts:  teacher war and wor;  teach ward and or as a suffix

 

Unit 10 - Week 1

Key Concept:  double syllable type teach sounds eigh, ei, and ea

Unit 10 - Week 3

Key Concept:  Teach ui, igh, oo;  teach y rule with d syllable.   Teach d syllable exception.

 

Unit 12 - Week 1

Key Concept:  Review soft sounds of c and g after e, i, and y spelling.

 

 

Unit 12 - Week 2

Key Concept:  Teach nce and nge; teach dge after a short vowel;  silent e spelling rile after short g and c. 

Unit 13 - Week 1

Key Concept:  Teach ch /k/ sound (chorus); teach ph as /f/ sound (phone)

 

Unit 13 - Week 2

Key Concept:  Silent letters wr, rh, gn, kn, mn, mb, and gh

 

Unit 14 - Week 1

Key Concept:  Teach ture and tu (capture - spatula)

 

Unit 14 - Week 2

Key Concept:  Teach advanced suffixes like ous, al, ent, an.  Teach ci and ti like glacier and patient.

Literacy Learning

(Domains/Modules)

Module 2 - Researching to Build Knowledge and Teach Others

Unit 2 - Case Study:  Researching a Country's Culture "Then and Now" 4-6 Weeks

 

Module 2 - Researching to Build Knowledge and Teach Others

Unit 2 - Case Study:

Researching a Country's Culture "Then and Now" 4-6 Weeks

 

Module 2B - Researching to Build Knowledge and Teach Others

Unit 3 - Cumulating Project:  Writing a researched based letter to Mary Pope Osborne - 7 - 8 Weeks

Mid-Unit 3 Assessment - Writing a first draft of researched-based letter to Mary Pope Osborne about expert country

End of Unit 3 Assessment - On-Demand Revising and Editing Researched Based Letter to Mary Pope Osborne about a Expert Country

Final Performance Task:  Research-based letter to author about expert country

 

Unit 3 - Cumulative Project:

Writing a researched based letter to Mary Pope Osborne- 7-8 weeks

Mid-Unit 3 Assessment-

Writing a first draft of researched-based letter to Mary Pope Osborne about expert country

End of Unit 3 Assessment -

On-Demand Revising and Editing Researched Based Letter to Mary Pope Osborne about an expert country

Final Performance Task:  Research based letter to author about expert country

 

Module 3A - Considering Perspectives and Supporting Opinions

Unit 1 - How Authors captures reader's imagination, a study of Peter Pan  Weeks 1-3Mid-Unit 1 Assessment - Character Analysis: Peter Pan's traits, motivations, and actions that contribute to a sequence of events in the story

End of Unit 1 Assessment - Opinion Writing about Wendy's actions

Unit 2 - Reading like a writer:  Writing imagined scenes of Peter Pan and bringing the story to life   4 - 6 weeks

Mid-Unit 2 Assessment:  Writing a new scene from Peter Pan

End of Unit 2 Assessment:  Fluency:  Reading a monologue from Peter Pan

Unit 3 - Writing Like a Reader:  Developing opinions about the author's craft in Peter Pan   7-8 Weeks

Mid-Unit 3 Assessment:  On-demand summary

End of Unit 3 Assessment:  On-Demand opinion writing

Final Performance Task: Summary and Opinion Writing:  Who is your favorite character in Peter Pan and why?

 

 

 

Writing

Module 2B- Unit 2 - Researching a Country's Culture "Then and Now"

Writing an Informative Paragraph

 

 

Module 2B - Unit 2 -  Researching a Country's Culture "Then and Now" - Writing an Informative Paragraph

Module 2B -Unit 3 - Writing a Researched Based Letter to Mary Pope Osborne

Module 2B - Unit 2 -

Researching a Country's Culture "Then and Now"

Writing an Informative Paragraph

Module 3 - Considering Perspectives and Supporting Opinions

  • Writing an Opinion Piece on Topic
  • Writing an informative /explanatory texts to examine a topic
  • Write a narrative to develop real or imagined experiences

Vocabulary

Lesson 15 - Week 19

  • majestic
  • vendor
  • adorn
  • emerald
  • organize
  • conceal
  • restore

Cumulative Review Lesson 13, 14, 15 - Week 20

 

Lesson 16 - Week 21

  • frisky
  • graze
  • soothe
  • determined
  • huddle
  • adapt
  • mature

Lesson 17 - Week 22

  • gentle
  • abundant
  • pesky
  • slumber
  • idle
  • diligent
  • outsmart

Lesson 18 - Week 23

  • perfect
  • appreciate
  • dreadful
  • scrawny
  • embarass
  • confidence
  • harsh

Cumulative Review Lesson 16, 17, 18   Week 24

 

Lesson 19 - Week 25

  • fade
  • disappointed
  • thread
  • meadow
  • patience
  • awe
  • anticipate

Lesson 20 - Week 26

  • disaster
  • overrun
  • variety
  • magnificent
  • pursue
  • bizarre
  • imaginative

Lesson 21 - Week 27

  • excel
  • industrious
  • remote
  • accompany
  • gesture
  • reveal
  • conserve

Cumulative Review Lesson 19, 20, 21 - Week 28

 

Lesson 22 - Week 29

  • arrival
  • stroll
  • command
  • banquet
  • outstanding
  • peers
  • amusing

Lesson 23 - Week 30

  • glisten
  • glide
  • steer
  • gloomy
  • entire
  • tradition
  • wisdom

Lesson 24 - Week 31

  • brim
  • mellow
  • persnickety
  • compromise
  • perseverance
  • compile
  • motivate

Week 32 - Cumulative Review Lesson 22, 23, 24

Grammar

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

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 pronoun-antecedent agreement.*

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, and complex sentences.


 
L.3.2 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).

f. Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect.

b. Recognize and observe differences between the conventions of spoken and written standard English.
• I can express ideas using carefully chosen words. • I can compare how people use language when they write versus when they talk.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum  •  G3:M2B: Overview  •  December 2013  •  9   
 
   GRADE 3: MODULE 2B: OVERVIEW English Language Arts Outcomes  
CCS Standards: Language Long-Term Learning Targets
• L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of 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/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

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 pronoun-antecedent agreement.*

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, and complex sentences.

L.3.2 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). f. Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
• I can use conventions to send a clear message to my reader. a. I can capitalize appropriate words in titles. b. I can use commas in addresses. c. I can use commas and quotation marks in dialogue. d. I can use possessives in my writing. e. I can spell words that have suffixes added to base words correctly. f. I can use spelling patterns to spell words correctly. g. I can use resources to check and correct my spelling.
• L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English.
• I can express ideas using carefully chosen words. • I can compare how people use language when they write versus when they talk.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum  •  G3:M2B: Overview  •  December 2013  •  9   
 
   GRADE 3: MODULE 2B: OVERVIEW English Language Arts Outcomes  
CCS Standards: Language Long-Term Learning Targets
• L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of 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/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

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 pronoun-antecedent agreement.*

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, and complex sentences.

L.3.2 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).

f. Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of 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/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

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 pronoun-antecedent agreement.*

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, and complex sentences. 

L.3.2 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). f. Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
• I can use conventions to send a clear message to my reader. a. I can capitalize appropriate words in titles. b. I can use commas in addresses. c. I can use commas and quotation marks in dialogue. d. I can use possessives in my writing. e. I can spell words that have suffixes added to base words correctly. f. I can use spelling patterns to spell words correctly. g. I can use resources to check and correct my spelling.
• L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English.
• I can express ideas using carefully chosen words. • I can compare how people use language when they write versus when they talk.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum  •  G3:M2B: Overview  •  December 2013  •  9   
 
   GRADE 3: MODULE 2B: OVERVIEW English Language Arts Outcomes  
CCS Standards: Language Long-Term Learning Targets
• L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of 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/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

 L.3.2. 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).

f. Use spelling patterns and generalizations (e.g., word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L.3.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Distinguish the literal and nonliteral 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).

Science

Continue Investigation 3 - Changing Matter

Part 4 - Heating Earth Materials    5 Days

 

Investigation 4 - Mixtures

Part 1 - Mixing Solids   2 Days

Part 2 - Mixing Solids and Liquids   2 Days

Part 3 - Reactions   2 Days

 

 

Structures of Life

Investigation 1 - Origin of Seeds

Part 1 - Seed Search 3 Days

Part 2 -  The Sprouting Seed  3 Days ( plus 6 days of monitoring)

 

 

Investigation 1 - Origin of Seeds

Part 3 -  Seed Soak   3 Days

Part 4 - Seed Dispersal   4 Days

 

Investigation 2 -  Growing Further

Part 1 -  Germination and Growth   3 Days

Part 2 - Life Cycle of the Bean     3 Days  (plus 6 weeks of monitoring)

Part 3 - Roots and Shoots    3 Days

 

 

Investigation 3 -  Meet the Crayfish

Part 1 - Crayfish Structures    2 Days

Part 2 - Adaptations  4 Days

Part 3 - Crayfish Territory   3 sessions  ( 4 days of monitoring)

Part 4 - Compare Crayfish to Other Animals    2 Days 

Part 5 -  Food Chains   4 Days

 

Social Studies

3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays.

 

3.5  Communities share cultural similarities and differences across the world.

3.5 Communities share cultural similarities and differences across the world.

3.5 Communities share cultural similarities and differences across the world.

3.9 Communities meet their needs and wants in a variety of ways, forming the basis for their economy.

3.10 EAch community develops an economic system that addresses three questions: What will be produced, how will it be produced, and how will get what is produced?

Mathematics

Domain:  Measurement and Data

Topic 13 - Perimeter -  6 Days

Domain:  Measurement and Data

Topic 14 -  Area -  11 Days

Winter Regional Local Math Benchmark -  3 Days

Domain:  Measurement and Data

Topic 12:  Time   6 Days

Domain:  Measurement and Data

Topic 16:   Time  7 Days

New York State Assessment Review

 

 

Domain:  Geometry

Topic 11 - Two Dimensional Shapes and Their Attributes   10 Days

Differentiated Group:  Review for State Assessment

New York State Assessment 4/22 - 4/24

Domain:  Measurement and Data

Topic 15 - Liquid Volume and Mass    6 Days

 

Step-Up:  Step-up to Grade 4 Lessons  10 Days

Mentor Texts

Exploring Countries

Magic Tree House Books

 

Exploring Countries

Magic Tree House Books

Peter Pan

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