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

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL 3.1)

• Explain their own ideas and understanding in light of the discussion. (CCSS: SL.3.1d)

• Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS: SL 3.3)

• Distinguish different levels of formality.

• Select and organize ideas sequentially or around major points of information that relate to the formality of the audience.

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

Prioritized Evidence Outcomes:

• 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)

Supporting Evidence Outcomes:

• 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)*

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

• 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)

• Distinguish their own point of view from that of the author of a text. (CCSS: RI.3.6)

• By 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. (CCSS: RI.3.10) *

Foundational Skills:

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)

• Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)

• Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5)

• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (for example: knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)

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

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:

• Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.3.1)

• Use abstract nouns (for example: childhood). (CCSS:L.3.1c)

• Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS:L.3.1g)

• Use coordinating and subordinating conjunctions. (CCSS:L.3.1h)

• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS:L.3.2)

• Choose words and phrases for effect. (CCSS:L.3.3a)

• Recognize and observe differences between the conventions of spoken and written standard English. (CCSS:L.3.3b)

• 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)

• Interpret and communicate the information learned by developing a brief summary with supporting details.

• 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)