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)

• 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)

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

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

Prioritized Evidence Outcomes:

• 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)

• Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2) * 

Supporting Evidence Outcomes:

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

• Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text *

• 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)

• Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)

• 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)

• Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (for example: create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)

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

• Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (CCSS: RI.3.3) *

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

• Use text features and search tools (for example: key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)

• Use information gained from illustrations (for example: maps, photographs) and the words in a text to demonstrate understanding of the text (for example: where, when, why, and how key events occur). (CCSS: RI.3.7)

• Describe the logical connection between particular sentences and paragraphs in a text (for example: comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8) *

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 informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement. (CCSS:W.3.2)

Supporting Evidence Outcomes:

• Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a)

• Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)

• Use linking words and phrases (for example: also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)

• Provide a concluding statement or section. (CCSS: W.3.2d)

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)

• Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7)

• Develop supporting visual information (for example: charts, maps, illustrations, models).

• Present a brief report of the research findings to an audience.

• Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS: W.3.8)