Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.3.1a)

• Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL 3.2)

• Speak clearly, using appropriate volume and pitch for the purpose and audience.

• Create 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. (CCSS: SL.3.5)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

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)

Supporting Evidence Outcomes:

• Summarize central ideas and important details from a text.*

• Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events.

• 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)

• 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)

Foundational Skills:

• Read grade-level text with purpose and understanding. (CCSS.3.4a)

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (CCSS: L.3.4)

• Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning. *

• Distinguish the literal and nonliteral meanings of words and phrases in context (for example: take steps). (CCSS: L.3.5a)

• Identify real-life connections between words and their use (for example: describe people who are friendly or helpful). (CCSS: L.3.5b)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

• Write opinion pieces on topics or texts, supporting a point of view with reasons. (SSCC:.W.3.1)

Supporting Evidence Outcomes:

• Introduce the topic or the text they are writing about, state an opinion, and create an organizational structure that includes reasons. (CCSS:W.3.1a)

• Provide reasons  that support the opinion. (CCSS:W.3.1b)

• Use linking words and phrases (for example, because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c)

• Provide a concluding statement or section. (CCSS:.W.3.1d)

Grammar & Conventions:

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)

• Form and use regular and irregular verbs. (CCSS:L.3.1d)

• Capitalize appropriate words in titles (CCSS:L.3.2a)

• Use commas and quotation marks in dialogue. (CCSS:L.3.2c)

• Form and use possessives. (CCSS:L.3.2d)

• Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (for example: sitting, smiled, cries, happiness). (CCSS:L.3.2e)

• Use spelling patterns and generalizations (for example: word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS:L.3.2f)

• With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS:W.3.4)

• With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS:W.3.6)

• 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)