Last updated: 5/5/2015

**Third Grade**

**September/October**

**Math**

Numeration

Number Sense: Addition and Subtraction

Using Place Value to Add and Subtract

Meanings of Multiplication

Multiplication Facts: Use Patterns

**Science **

Apply the conventions of measurement: accuracy, position, orientation, repetition.

Use personal meaures to improve estimation ability.

Represent measurements by using numbers and units.

**ELA**

**Unit 1** - Becoming a Close Reader and Writing to Learn:

How books are brought to children around the world

**Unit 2** - Building the Power of Reading

**Social Studies**

- Learning and Identifying the 7 Continents and Oceans
- Reading maps and using map keys
- Introduction to Kenya
- Identifying cultures and their traditions

**Spelling**

** Orientation**

**Review of Blends and Digraphs**

** Key Concepts:**

**Closed Syllable; ck, tch****Glued Sounds and exceptions to closed syllables****Plurals and suffixes****1-1-1 Rule, spellings of the sounds of -ed****Vowel Consonant e Syllable, multisyllablic words****Vowel Consonant e exception**

**What geographic tools and vocabulary can we use to locate and describe world communities?****What geographic factors influence where people settle and form communities?****How do people adapt and modify their environment to meet their needs?**

**Writing/Social Studies**

- Writing an opinion piece of whether or not animals belong in a zoo.

**Science **

**Investigation 1 - The First Straw**

**Measurement Reasoning-***How do you measure distance?***The Standard Unit-***How do scientisists measure distance?***Estimate and Measure-***How can you improve your estimates of distance?***Measure Around -***How far around are objects outdoors?*

**Reading**

- "The Unit"
- " A Royal Measurement Mess"
- "Measure This!"

**Vocabulary **

- Centimeter
- Circumference
- Distance
- Estimate
- Kilometer
- Length
- Measure
- Measurement
- Meter
- Metric System
- Millimeter
- Ruler
- Span
- Standard
- Unit
- Width

**Assessments**

**Part 1 **

- Benchmark Assessment - Survey
- Embedded Asssessment - Science Notebook Entry

**Part 2**

- Embedded Assessment - Scientific Practices

**Part 3 **

- Embedded Assessment - Response Sheet

**Part 4 **

- Benchmark Assessment - Investigation 1 Check

**Module 1 - Unit 1 - What is the power of education and reading?**

**How does where people live in the world affect how they access reading and books?**

- People across the world and throughout time have sought the power of reading to provide opportunities to themselves and others.

- Powerful readers have and continue to develop a variety of skills.

- Readers can learn about different places and people through a variety of texts.

**Reading:**

*Rain School*

*Nasreen's Secret School*

*That Book Woman*

*The Librarian of Basra*

**Module 1: Unit 2 - Building the Power of Reading**

**How do people around the world access reading and books?**

**How does reading give us power?**

- Powerful readers have and continue to develop.
- Readers can learn about different cultures (people and places) through a variety of texts.

**Reading:**

*Thank You, Mr. Falker*

*The Boy Who Loved Words*

*The Incredible Book-Eating Boy*

**Topic 1: Numeration**

**How can we use the understanding of place value to perform multi-digit arithmetic? **

- Representing Numbers
- Ways to Name Numbers
- Greater Numbers
- Understanding Number Lines
- Counting on the Number Line
- Comparing Numbers
- Ordering Numbers
- Problem Solving: Making an Organized List
- Topic 1 Assessment

**Topic 2: Number Sense: Addition and Subtraction **

**How can we use the understanding of place value to perform multi-digit arithmetic? **

- Addition Meaning and Properties
- Subtraction Meanings
- Using Mental Math to Add
- Using Mental Math to Subtract
- Rounding
- Estimating Sums
- Estimating Differences
- Making Sense of Addition and Subtraction Equations
- Problem Solving: Reasonableness
- Topic 2 Assessment

**Topic 3: Using Place Value to Add**

**How can we use the understanding of place value to perform multi-digit arithmetic?**

- Adding with an Expanded Algorithm
- Models for Adding 3-Digit Numbers
- Adding 3-Digit Numbers
- Adding 3 or More Numbers
- Problem Solving: Draw a Picture
- Subtracting with an Expanded Algorithm
- Models for Subtracting 3-Digit Numbers
- Subtracting 3-Digit Numbers
- Subtracting Across Zero
- Problem Solving: Draw a Picture and Write a Number Sentence
- Topic 3 Assessment

**Topic 4: Meanings of Multiplication**

**How can I represent and solve problems involving multiplication and division?**

**What are the relationships between multiplication and division?**

**How can I use the four operations to identify and explain patterns in arithmetic?**

- Multiplication as Repeated Addition
- Arrays and Multiplication
- The Commutative Property
- Writing Multiplication Stories
- Problem Solving: Writing to Explain
- Topic 4 Assessment

**Topic 5: Multiplication Facts: Use Patterns**

**How can I represent and solve problems involving multiplication and Division?**

**What are the relationships between multiplication and Division?**

**How can**** I use the four operations to identify and explain patterns in arithmetic?**

- 2 and 5 as Factors
- Multiplication with 0 and 1
- Patterns for Facts
- 10 as a Factor
- Multiplying by Multiples of 10
- Problem Solving: Two Question Problems
- Topic 5 Assessment

SS.3.GEO.1Geographic regions have unifying characteristics and can be studied using a variety of tools. |

SS.3.GEO.2The location of world communities can be described using geographic tools and vocabulary. |

SS.3.GEO.3Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs. |

RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |

RL.3.2Recount 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. |

RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |

RL.3.6Distinguish their own point of view from that of the narrator or those of the characters. |

RL.3.9Compare 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). |

RL.3.10By 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. |

RL.3.11Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. |

RL.3.11.aSelf-select text based upon personal preferences. |

W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. |

W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |

W.3.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

W.3.11Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class. |

SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |

SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. |

RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |

RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea. |

RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |

RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |

RI.3.6Distinguish their own point of view from that of the author of a text. |

RI.3.7Use 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 key events occur). |

RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). |

RI.3.10By 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. |

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

L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

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

L.3.4Determine 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. |

L.3.5Demonstrate understanding of word relationships and nuances in word meanings. |

L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |

There are no standards currently aligned to this resource.

3.OA.1Interpret products of whole numbers, e.g., interpret 5 * 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 * 7. |

3.OA.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |

3.OA.5Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 * 4 = 24 is known, then 4 * 6 = 24 is also known. (Commutative property of multiplication.) 3 * 5 * 2 can be found by 3 * 5 = 15, then 15 * 2 = 30, or by 5 * 2 = 10, then 3 * 10 = 30. (Associative property of multiplication.) Knowing that 8 * 5 = 40 and 8 * 2 = 16, one can find 8 * 7 as 8 * (5 + 2) = (8 * 5) + (8 * 2) = 40 + 16 = 56. (Distributive property.) |

3.OA.8Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |

3.OA.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. |

3.NBT.1Use place value understanding to round whole numbers to the nearest 10 or 100 |

3.NBT.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |

3.NBT.3Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. |

There are no standards currently aligned to this resource.

There are no standards currently aligned to this resource.

**Vocabulary**

**Lesson 1: "Words are Like Faces"**

- comforting
- shelter
- fleet
- glimmer
- expression
- vital
- versatile

**Lesson 2: "Gloria Who Might Be My Best Friend**"

- tease
- lonely
- serious
- fasten
- assume
- hopeful
- companion

**Lesson 3: "How Rabbit Lost His Tail"**

- giddy
- boast
- stranded
- tremble
- rescue
- resourceful
- consequence

**Lesson 4: "Stone Soup"**

- nestle
- weary
- elegant
- emerge
- nutritious
- assemble
- contribute

**Lesson 5: "Annie's Gift"**

- performance
- carefree
- talent
- squirm
- individual
- artistic
- discord

**Lesson 6: " The Practically Perfect Pajamas"**

- vibrant
- stylish
- reluctant
- retreat
- exhausted
- envy
- originality

**Fundations/Spellling **

**Orientation**

**Key Concepts - Key of Blends and Digraphs**

**Unit 1 Week 1 **

- closed syllable concept
- ck and tch

**Unit 1 - Week 2**

- glued sounds
- closed syllable exceptions

**Unit 2 - Week 1 **

- plurals and suffixes

**Unit 2 - Week 2**

- 111 Rule
- spelllings of 'ed' sounds

**Unit 2 - Week 3 **

- 111 Rule

**Unit 3 - Week 1**

- vowel consonant e syllable
- multisyllabic words

**Unit 4 - Week 1**

- review vowel consonant e exception

**STARS - Math and ELA**

**Math Benchmark - Envisions beginning of year assessment**

**Regional Math Benchmark**

**Regional ELA Benchmark**

**Writing Benchmark**

**Fountas and Pinnell Reading Assessments **

**Math Unit Assessments - Topics 1 - 5 **

**Vocbulary - Unit Assessments/ Cumulative Assessment ****Lessons 1 - 6 ****Spelling/Fundations - Weekly Assessments**

**Science - ****Embedded Assessment **

**Science Notebook Entry****Scientific Practices****Response Sheet**

**Benchmark Assessment **

**Survey (beginning of the year)****Investigation 1 l-Check**

**New York State Module Assesssments:**

**Mid-Unit 1 Assessment (collaborative discussion skills)****End of Unit 1 Assessment: Reading Closely**

**IXL**

**Math - Envisions**

**Brainpop**

**Learnzillion**

**Discovery**

**Enchanted Learning**

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