Evidence outcomes in bold are those that are expected to be mastered in trimester 1

• Follow agreed-upon rules for discussions (for example: gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.3.1b)

• Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.3.6)

• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (CCSS: SL.3.1c)

• 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. (CCSS: SL.3.4)

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcomes:

• Describe characters in a story (for example: their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)

Supporting Evidence Outcomes:

• Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting). *

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1)*

• 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. (CCSS: RL.3.2)

• 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. (CCSS: RL.3.5)

• Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)

Foundational Skills:

• Decode words with common Latin suffixes. (CCSS: RF.3.3b) *

• Decode multisyllable words. (CCSS:RF.3.3c)*

• Read grade-appropriate irregularly spelled words.(CCSS:RF.3.3d)*

• Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a) *

• Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)

• Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a) *

• Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF3.4)

• Determine the meaning of the new word formed when a known affix is added to a known word (for example: agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS: L.3.4b) *

• Use a known root word as a clue to the meaning of an unknown word with the same root (for example: company, companion). (CCSS: L.3.4c) *

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

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

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcome:

• Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure. (CCSS:W.3.3)

Supporting Evidence Outcomes:

• Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS:W.3.3a)

• Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations (CCSS:W.3c)

• Use temporal words and phrases to signal event order (CCSS:W.3c)

• Provide a sense of closure (CCSS:W.3.3d)

Grammar & Conventions:

• Form and use the simple (for example: I walked; I walk; I will walk) verb tenses. (CCSS:L.3.1e)

• Ensure pronoun-antecedent agreement (adapted from CCSS:.L.3.1f)

• Produce simple, compound, and complex sentences using coordinating and subordinating conjunctions. (adapted from CCSS:L.3.1i)

• Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts.

• Use commas in addresses. (CCSS:L.3.2b)

• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS:L.3.2g)

• Use knowledge of language and its conventions when  writing, speaking, reading, or listening. (CCSS:L.3.3)

• Write 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. (CCSS:W.3.10)