Language Arts:
3.FFR.3 Phonics and Word Recognition: The student will apply grade-level phonics and word analysis skills to decode (read) unfamiliar words in grade-level text.
3.FFR.3A Decode and encode words with vowel teams and r-controlled vowels.
3.FFR.3B Use knowledge of syllabication and syllable types to decode and encode words.
3.FFR.3C Use knowledge of affixes (e.g., suffixes, prefixes) to decode and encode words.
3.FFR.3D Read grade-level high-frequency words, including decodable and irregular words, with automaticity and accuracy.
3.RV The student will systematically build vocabulary and word knowledge based on grade-three content and texts read or heard.
3.RV.1E Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
3.RL The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, biography, autobiography, and folklore/tall tale, with a focus on folklore and tall tales.
3.RL.1A Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.
3.RL.1C Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text.
3.RL.2A Discuss how an author uses characters and settings to advance the plot.
3.RI The student will use textual evidence to demonstrate comprehension and build knowledge from grade-level complex informational texts read.
3.RI.1A Determine the main idea of multi-paragraph texts as well as specific paragraphs within them
.3.RI.2A Describe major structural differences between the organizational patterns of different informational texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological order) and how they support a reader’s understanding of the text.
3.RI.2B Use text features and search tools (e.g., sidebars, hyperlinks) to locate and gain information efficiently.
3.FFW The student will print legibly in manuscript and cursive while applying grade-level word knowledge to spell words correctly.
3.FFW.2A Use phoneme-grapheme correspondence to encode (spell) multisyllabic words.
3.FFW.2B Use common affixes to encode (spell) words.
3. W The student will compose various works for diverse audiences and purposes, linked to grade three content and texts.
3.W.2A Engage in writing as a process to compose a well-developed paragraph.
3.LU The student will use the conventions of Standard English when speaking and writing, differentiating between contexts that call for formal English and situations where informal discourse is more appropriate.
3.LU.1A Produce, expand, and rearrange simple and compound sentences when speaking and writing.
3.LU.1B Distinguish between complete and incomplete sentences.
3.LU.2A Use commas in series, dates, addresses, and in greetings and closings of letters.
3.LU.2B Use apostrophes to form contractions and frequently occurring possessions in writing.
3.LU.2C Capitalize holidays, names, and places.
3.LU2D Use learned spelling patterns when writing words, including high-frequency words and grade-level word analysis knowledge.
3.C The student will develop effective oral communication and collaboration skills to build a community of learners that process, understand, and interpret content together.
3.C.2A Report orally on a topic or text, tell a story, or recount an experience in an organized manner.
3.R The student will conduct research and read or listen to a series of conceptually related texts on selected topics to build knowledge on grade-three content and texts, solve problems and support cross-curricular learning.
Identify a topic and generate questions that explore the topic.
Locate information in reference texts, electronic resources, provided sources, or through interviews and take brief notes on sources.
Organize evidence into relevant categories, recognizing that some sources may be more reliable than others.
Organize and share information orally, in writing, or through visual display.
Math:
MA.3.PS.1a Formulate questions that require the collection or acquisition of data.
MA.3.PS.1b Determine the data needed to answer a formulated question and collect or acquire existing data (limited to 30 or fewer data points for no more than eight categories) using various methods (e.g., polls, observations, tallies).
MA.3.PS.1c Organize and represent a data set using pictographs that include an appropriate title, labeled axes, and key. Each pictograph symbol should represent 1, 2, 5 or 10 data points.
MA.3.PS.1d Organize and represent a data set using bar graphs with a title and labeled axes, with and without the use of technology tools. Determine and use an appropriate scale (increments limited to multiples of 1, 2, 5 or 10).
MA.3.PS.1e Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing:
i) describe the categories of data and the data as a whole (e.g., data were collected on preferred ways to cook or prepare eggs - scrambled, fried, hard boiled, and egg salad);
ii) identify parts of the data that have special characteristics, including categories
with the greatest, the least, or the same (e.g., most students prefer scrambled eggs);
iii) make inferences about data represented in pictographs and bar graphs;
iv) use characteristics of the data to draw conclusions about the data and make predictions based on the data (e.g., it is unlikely that a third grader would like hard boiled eggs); and
v) solve one- and two-step addition and subtraction problems using data from pictographs and bar graphs.
Report Card Standard
MA.3.NS.1 Use place value understanding to read, write, and determine the place and value of each digit in a whole number, up to six digits, with and without models.
MA.3.NS.2 Demonstrate an understanding of the base 10 system to compare and order whole numbers up to 9,999.
MA.3.CE.1 Estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtraction with whole numbers where addends and minuends do not exceed 1,000.
MA.3.PFA.1 Identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including those in context, using various representations.
SOL #
Students will demonstrate the following knowledge and skills (SOL):
MA.3.NS.1a Read and write six-digit whole numbers in standard form, expanded form, and word form.
MA.3.NS.1b Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place and value of each digit in a six-digit whole number (e.g., in 165,724, the 5 represents 5 thousands and its value is 5,000).
MA.3.NS.1c Compose, decompose, and represent numbers up to 9,999 in multiple ways, according to place value (e.g., 256 can be 1 hundred, 14 tens, 16 ones, but also 25 tens, 6 ones), with and without models.
MA.3.NS.2a Compare two whole numbers, each 9,999 or less, using symbols (>, <, =, ≠) and/or words (greater. than, less than, equal to, not equal to), with and without models.
MA.3.NS.2b Order up to three whole numbers, each 9,999 or less, represented with and without models, from least to greatest and greatest to least.
Report Card Standard
MA.3.CE.2 Recall with automaticity multiplication and division facts through 10 × 10; and represent, solve, and justify solutions to single-step contextual problems using multiplication and division with whole numbers
MA.3.MG.2 Use multiple representations to estimate and solve problems, including those in context, involving area and perimeter (in both U.S. Customary and metric units).
MA.3.PFA.1 Identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including those in context, using various representations.
MA.3.NS.4 Solve problems, including those in context, that involve counting, comparing, representing, and making change for money amounts up to $5.00.
MA.3.MG.3 Demonstrate an understanding of the concept of time to the nearest minute and solve single-step contextual problems involving elapsed time in one-hour increments within a 12-hour period.
SOL #
Students will demonstrate the following knowledge and skills (SOL):
MA.3.CE.2a Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).
MA.3.CE.2b Use inverse relationships to write the related facts connected to a given model for multiplication and division of whole numbers through 10 × 10.
Social Studies:
Principles of Civilizations
SS.3.0.3 Interpret charts, graphs and pictures to determine characteristics of people, places or events in world cultures. (SOL 3.1c)
SS.3.0.8 Use a decision-making model to make informed decisions. (SOL 3.1h)
SS.3.0.9 Practice citizenship skills and respect for rules and laws while collaborating, compromising and participating in classroom activities. (SOL 3.1i)
Science:
Standard: SCI.3.3 The student will investigate and understand how materials interact with water. (Matter- SOL 3.3)
SCI.3.1.1 Ask questions that can be investigated and define simple design problems that can be solved through the development of an object, tool, process, or system. (SOL 3.1 a)
SCI.3.1.2 Plan and carry out investigations, with guidance. (SOL 3.1 b)
SCI.3.1.3 Interpret, analyze, and evaluate data. (SOL 3.1 c)
SCI.3.1.4 Use evidence to construct and critique conclusions and explanations. (SOL 3.1 d)
SCI.3.1.5 Develop and use models to demonstrate simple phenomena and natural processes. (SOL 3.1 e)
SCI.3.1.6 Obtain and evaluate scientific information by reading and comprehending texts and other reliable media; and communicate scientific information with others. (SOL 3.1 f)
Language Arts:
3.FFR.3 Phonics and Word Recognition: The student will apply grade-level phonics and word analysis skills to decode (read) unfamiliar words in grade-level text.
3.FFR.3A
Decode and encode words with vowel teams and r-controlled vowels.
3.FFR.3B
Use knowledge of syllabication and syllable types to decode and encode words.
3.FFR.3C
Use knowledge of affixes (e.g., suffixes, prefixes) to decode and encode words.
3.FFR.3D
Read grade-level high-frequency words, including decodable and irregular words, with automaticity and accuracy.
3.RV The student will systematically build vocabulary and word knowledge based on grade-three content and texts read or heard.
3.RV.1E
Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
3.RV.1D
Use the context of a sentence to apply knowledge of homophones.
3.RV.1G
Distinguish shades of meaning among verbs and adjectives.
3.RV.1I
Use glossaries, beginning dictionaries and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases.
3.RV.1J
Use newly learned words and phrases in discussions and speaking activities.
3.RL The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, biography, autobiography, and folklore/tall tale, with a focus on folklore and tall tales.
3.RL.1A
Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.
3.RL.1C
Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text.
3.RL.2A
Discuss how an author uses characters and settings to advance the plot.
3.RL.1B
Identify the central conflict and resolution using events from the plot to summarize the text.
3.RL.2B
Identify and explain how an author uses sensory language (e.g., sights, sounds, smells, and tastes) to impact a reader’s understanding of characters, settings, and plot events.
3.RL.3A
Set a purpose for reading by looking at the illustrations and activating prior (experience) and background (content) knowledge.
3.RI The student will use textual evidence to demonstrate comprehension and build knowledge from grade-level complex informational texts read.
3.RI.1A
Determine the main idea of multi-paragraph texts as well as specific paragraphs within them
.3.RI.2A
Describe major structural differences between the organizational patterns of different informational texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological order) and how they support a reader’s understanding of the text.
3.RI.2B
Use text features and search tools (e.g., sidebars, hyperlinks) to locate and gain information efficiently.
3.RI.1B
Summarize texts using language that pertains to time, sequence, and cause and effect, referring to historical events, scientific ideas, or steps in technical procedures.
3.RI.2C
Identify the author’s purpose for writing, including what the author wants to answer, explain, or describe.
3.RI.3A
Use prior (experience) and background (content) knowledge as context for new learning.
3.RI.3B
Compare and contrast the most important points and key details presented in two texts on the same topic.
3.FFW The student will print legibly in manuscript and cursive while applying grade-level word knowledge to spell words correctly.
3.FFW.2A
Use phoneme-grapheme correspondence to encode (spell) multisyllabic words.
3.FFW.2B
Use common affixes to encode (spell) words.
3.FFW.1B
Write capital and lowercase letters of the alphabet using correct letter formation in cursive.
3.FFW.1C
Sign his/her first and last name.
3.FFW.1D
Form cursive letters with flow from one letter to the next within names and words.
3.FFW.2A
Use phoneme-grapheme correspondence to encode (spell) multisyllabic words.
3.FFW.2C
Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy.
3. W The student will compose various works for diverse audiences and purposes, linked to grade three content and texts.
3.W.2A
Engage in writing as a process to compose a well-developed paragraph.
3.W.1D
Write opinion pieces on topics or texts, supporting a point of view with facts and reasons.
3.W.1E
Write in response to text(s) read or heard to share thinking using supporting details from the text.
3.LU The student will use the conventions of Standard English when speaking and writing, differentiating between contexts that call for formal English and situations where informal discourse is more appropriate.
3.LU.1A
Produce, expand, and rearrange simple and compound sentences when speaking and writing.
3.LU.1B
Distinguish between complete and incomplete sentences.
3.LU.2A
Use commas in series, dates, addresses, and in greetings and closings of letters.
3.LU.2B
Use apostrophes to form contractions and frequently occurring possessions in writing.
3.LU.2C
Capitalize holidays, names, and places.
3.LU2D
Use learned spelling patterns when writing words, including high-frequency words and grade-level word analysis knowledge.
3.C The student will develop effective oral communication and collaboration skills to build a community of learners that process, understand, and interpret content together.
3.C.2A
Report orally on a topic or text, tell a story, or recount an experience in an organized manner.
3.R The student will conduct research and read or listen to a series of conceptually related texts on selected topics to build knowledge on grade-three content and texts, solve problems and support cross-curricular learning.
Identify a topic and generate questions that explore the topic.
Locate information in reference texts, electronic resources, provided sources, or through interviews and take brief notes on sources.
Organize evidence into relevant categories, recognizing that some sources may be more reliable than others.
Organize and share information orally, in writing, or through visual display.
Math:
MA.3.CE.2 Recall with automaticity multiplication and division facts through 10 × 10; and represent, solve, and justify solutions to single-step contextual problems using multiplication and division with whole numbers
MA.3.MG.2 Use multiple representations to estimate and solve problems, including those in context, involving area and perimeter (in both U.S. Customary and metric units).
MA.3.PFA.1 Identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including those in context, using various representations.
MA.3.NS.4 Solve problems, including those in context, that involve counting, comparing, representing, and making change for money amounts up to $5.00.
MA.3.MG.3 Demonstrate an understanding of the concept of time to the nearest minute and solve single-step contextual problems involving elapsed time in one-hour increments within a 12-hour period.
MA.3.CE.2a Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).
MA.3.CE.2b Use inverse relationships to write the related facts connected to a given model for multiplication and division of whole numbers through 10 × 10.
MA.3.MG.4a Describe a polygon as a closed plane figure composed of at least three line segments that do not cross.
MA.3.MG.4b Classify figures as polygons or not polygons and justify reasoning.
MA.3.MG.4c Identify and describe triangles, quadrilaterals, pentagons, hexagons, and octagons in various orientations, with and without contexts.
MA.3.MG.4d Identify and name examples of polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) in the environment.
MA.3.MG.4e Classify and compare polygons (triangles, quadrilaterals, pentagons, hexagons, octagons).
MA.3.MG.4f Combine no more than three polygons, where each has three or four sides, and name the resulting polygon (triangles, quadrilaterals, pentagons, hexagons, octagons).
MA.3.NS.3a Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using:
i) region/area models (e.g., pie pieces, pattern blocks, geoboards);
ii) length models (e.g., paper fraction strips, fraction bars, rods, number lines); and
iii) set models (e.g., chips, counters, cubes).
MA.3.NS.3b Identify a fraction represented by a model as the sum of unit fractions.
MA.3.NS.3c Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number.
MA.3.NS.3d Compose and decompose fractions (proper and improper) with denominators of 2, 3, 4, 5, 6, 8, and 10 in multiple ways with models.
Social Studies:
Content Objectives:
SS.3.2 Understand the history, geography and economy of ancient Egypt to explain how the contributions of ancient Egypt have influenced the present world. (SOL 3.1, 3.2, 3.5, 3.6, 3.7, 3.8, 3.9)
SS.3.2.1 Explain how the contributions of ancient Egypt have influenced the present world in terms of architecture, inventions, the calendar and written language. (SOL 3.2) (SOL 3.1g)
SS.3.2.2 Use map skills to explain the location of ancient Egypt at the beginning of their culture, during the period of greatest influence and Egypt today. (SOL 3.5a, b, c) (SOL 3.1b)
SS.3.2.3 Use globes and maps to locate and describe major rivers, mountain ranges and other geographic features of Africa. (SOL 3.6a)
(SOL 3.1b)
SS.3.2.4 Describe how people in ancient Egypt adapted to their environment. (SOL 3.7) (SOL 3.1a)
SS.3.2.5 Determine how the natural, human and capital resources ancient Egypt had access to affected their specialization of goods and services and trade. (SOL3.8, 3.9) (SOL3.1f)
Skill Objectives:
SS.3.0.1 Identify artifacts and primary and secondary sources to understand events in world cultures. (SOL 3.1a)
SS.3.0.2 Use geographic information to support an understanding of world cultures. (SOL 3.1b)
SS.3.0.5 Compare and contrast ideas and perspectives to better understand people or events in world cultures. (SOL 3.1e)
SS.3.0.6 Determine relationships with multiple causes or effects. (SOL 3.1f)
SS.3.0.7 Explain connections across time and place. (SOL 3.1g
Science:
The student will investigate and understand that the direction and size of force affects the motion of an object. (SOL 3.2)
SCI.3.2.1 Describe the relative size and direction of forces acting upon an object. (SOL 3.2 a, SOL 3.2 b)
SCI.3.2.2 Explain how multiple forces acting on an object affects its motion. (SOL 3.2 b)
SCI.3.2.3 Differentiate and classify the six types of simple machines found in school and household items. (SOL 3.2 c)
SCI.3.2.4 Identify within the school and household environment applications of simple and compound machines. (SOL 3.2 d)
SCI.3.1.1 Ask questions that can be investigated and define simple design problems that can be solved through the development of an object, tool, process, or system. (SOL 3.1 a)
SCI.3.1.2 Plan and carry out investigations, with guidance. (SOL 3.1 b)
SCI.3.1.3 Interpret, analyze, and evaluate data. (SOL 3.1 c)
SCI.3.1.4 Use evidence to construct and critique conclusions and explanations. (SOL 3.1 d)
SCI.3.1.5 Develop and use models to demonstrate simple phenomena and natural processes. (SOL 3.1 e)
SCI.3.1.6 Obtain and evaluate scientific information by reading and comprehending texts and other reliable media; and communicate scientific information with others. (SOL 3.1 f)