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:

• 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)*

• 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)*

Supporting 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)

• 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)

• Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (for example: in books from a series). (CCSS: RL.3.9) *

• By 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. (CCSS: RL.3.10)

• Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation.*

• 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) *

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

• 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)

• Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS: RI.3.9) *

• 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 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:

• 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)