Reading/ELA Scope and Sequence

Key Topics in Third Grade Reading/ELA:

Reads Grade Level Text

Phonics/Word Analysis

  • Read grade level text with fluency and comprehension
  • Read independently for a sustained period of time
  • By end of year, independently reads grade level texts according to the following:
  • Fountas & Pinnell: P
  • Lexile: 699
  • AR: 3.9-5.1
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Decode words with common Latin suffixes
  • Decode multisyllable words by using common patterns
  • Read grade-appropriate irregularly spelled words
  • Monitor accuracy in decoding

Sight Words/Fluency

Sight Words

  • Memorize sight words from Fry Sight Word Lists

Fluency

  • Read grade level text orally with accuracy
  • Read grade level text orally with appropriate rate (120-140 WPM)
  • Read grade level text with expression
  • Reread when needed
  • Use context clues to self correct

Vocabulary

  • Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word 
  • Use a known root word as a clue to the meaning of an unknown word with the same root
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).
  • Identify real-life connections between words and their use
  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

Comprehension Skills and Strategies

Reading Literature

  • Make use of pre-reading strategies
  • Establish a purpose for reading selected texts
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • 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.
  • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
  • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
  • 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
  • Distinguish their own point of view from that of the narrator or those of the characters.
  • Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
  • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
  • Recognize fairy tales, folktales, fiction, nonfiction, myths, fables, fantasies, biographies, autobiographies, chapter books

Reading Informational Text

  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
  • Determine the main idea of a text; recount the key details and explain how they support the main idea
  • 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.
  • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • Distinguish their own point of view from that of the author of a text.
  • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • Compare and contrast the most important points and key details presented in two texts on the same topic.
  • Use text features to locate information and make and verify predictions
  • Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning

Writing

Conventions: spelling, capitalization, punctuation, usage grammar and Handwriting

Text Type and Purposes

  • Use elements of the writing process to compose a variety of texts
  • Write opinion pieces on topics or texts, supporting a point of view with reasons
  • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  • Provide reasons that support the opinion.
  • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  • Provide a concluding statement or section.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
  • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  • Use temporal words and phrases to signal event order
  • Provide a sense of closure

Production and Distribution of Writing:

  • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • 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.

Conventions

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  • Form and use regular and irregular plural nouns.
  • Use abstract nouns (e.g., childhood).
  • Form and use regular and irregular verbs.
  • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
  • Ensure subject-verb and pronoun-antecedent agreement.
  • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
  • Use coordinating and subordinating conjunctions.
  • Produce simple, compound, and complex sentences.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Capitalize appropriate words in titles.
  • Use commas in addresses
  • Use commas and quotation marks in dialogue.
  • Form and use possessives
  • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
  • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
  • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
  • Compare various written conventions used for digital media

Knowledge of Language:

  • Use knowledge of language and its conventions when writing, speaking, reading, or listening
  • Choose words and phrases for effect
  • Recognize and observe differences between the conventions of spoken and written standard English

Handwriting

  • Write legibly, leaving appropriate margins for readability

Research

Speaking and Listening

Research to Build and Present Knowledge:

  • Conduct short research projects that build knowledge about a topic.
  • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • 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.
  • Follow agreed-upon rules for discussions and carry out assigned roles.
  • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas:

  • Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Reading/ELA Units: 3rd Grade

First Quarter

Topic

Standard

Quarter

UNIT 1: Key Ideas and Details in Informational Text/Literature

Review of Second Grade Skills

1st

Ask and Answer Questions about Key Ideas

Ask and answer questions to determine understanding of a text

1st

Finding Main Ideas and Key Details

Determine the main idea of a text

1st

Reading about Time and Sequence

Describe the relationship between a series of events

1st

Describing Cause and Effect

Describe the logical connection between particular sentences and paragraphs

1st

UNIT 1 Test

Asking and Answering Questions about

Stories

Ask and answer questions to determine understanding of a text

1st

Describing Characters

Describe characters in a story

1st

Narrative Writing

Write narratives to develop real or imagined events/experiences

1st

Second Quarter:

UNIT 2: Key Ideas and Details in Informational Text/Literature

Describing Characters

Describe characters in a story

2nd

Recounting Stories

Recount stories, including fables, folktales, and myths

2nd

Determining Central Message

Determine the central message, lesson, or moral

2nd

UNIT 2 Test:

2nd

UNIT 3:  Vocabulary/ Reading Informational Text

Unfamiliar Words

Determine or clarify the meaning of unknown words and multiple meaning words

2nd

Text Features

Use text features and search tools to locate information

2nd

Author’s Point of View

Distinguish their own point of view from that of the author’s

2nd

UNIT 3 Test:

2nd

Opinion Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons

2nd

Third Quarter

UNIT 4: Vocabulary/ Reading Literature

Words in Context

Use sentence level context as a clue to determine the meaning of an unknown word

3rd

What are Stories made of?

Refer to parts of stories, plays, dramas, and poems when writing or speaking about a text

3rd

What are Plays made of?

Refer to parts of stories, plays, dramas, and poems when writing or speaking about a text

3rd

What are Poems made of?

Refer to parts of stories, plays, dramas, and poems when writing or speaking about a text

3rd

Points of View

Determine their own point of view from that of the characters and/or narrator

3rd

Unit 4 Test:

3rd

UNIT 5: 

Connecting Words and Pictures in Informational Texts

Use information gained from illustration

3rd

Describing Connections between Sentences and Paragraphs

Describe the logical connections between particular sentences and paragraphs in a text

3rd

Expository Writing/ Research Project

Write informative/explanatory texts; Conduct short research projects that build knowledge about a topic

3rd

Fourth Quarter

Describing Comparisons

Compare and contrast the most important points and key details presented in two texts

4th

Comparing and Contrasting Two Texts

Compare and contrast the most important points and key details presented in two texts

4th

Unit 5 Test:

4th

UNIT 6: Reading Literature

Connecting Words and Pictures

Explain how specific aspects of a text’s illustrations contribute to what is conveyed in the story

4th

Comparing and Contrasting Stories

Compare and contrast the themes, settings, and plots of stories

4th

Unit 6 Test:

4th