TCSD Pacing Guide February -June 3rd Grade
| Subject Area/Focus | February | March | April | May | June |
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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
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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.
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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)
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Unit 14 - Week 2 Key Concept: Teach advanced suffixes like ous, al, ent, an. Teach ci and ti like glacier and patient. |
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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
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Module 2 - Researching to Build Knowledge and Teach Others Unit 2 - Case Study: Researching a Country's Culture "Then and Now" 4-6 Weeks
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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
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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
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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?
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Writing |
Module 2B- Unit 2 - Researching a Country's Culture "Then and Now" Writing an Informative Paragraph
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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
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Vocabulary |
Lesson 15 - Week 19
Cumulative Review Lesson 13, 14, 15 - Week 20
Lesson 16 - Week 21
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Lesson 17 - Week 22
Lesson 18 - Week 23
Cumulative Review Lesson 16, 17, 18 Week 24
Lesson 19 - Week 25
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Lesson 20 - Week 26
Lesson 21 - Week 27
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Cumulative Review Lesson 19, 20, 21 - Week 28
Lesson 22 - Week 29
Lesson 23 - Week 30
Lesson 24 - Week 31
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Week 32 - Cumulative Review Lesson 22, 23, 24 |
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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.
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. |
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.3.1 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. 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. 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. 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). |
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Science |
Continue Investigation 3 - Changing Matter Part 4 - Heating Earth Materials 5 Days
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Investigation 4 - Mixtures Part 1 - Mixing Solids 2 Days Part 2 - Mixing Solids and Liquids 2 Days Part 3 - Reactions 2 Days
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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)
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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
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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
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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? |
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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
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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
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Step-Up: Step-up to Grade 4 Lessons 10 Days |
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Mentor Texts |
Exploring Countries Magic Tree House Books
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Exploring Countries Magic Tree House Books |
Peter Pan |
