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WeekWRITINGREADING COMPREHENSIONASSESSMENTS
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Standard(s)Learning TargetWrite Score (Alto, AES, PPS, PES, MES)Developing Strategic Writers (GLES, APS, JES)Grammar/ Language/ Vocabulary DevelopmentStandard(s)Learning TargetMiniLesson
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GA Milestones Rubric and Writing Prompt ExampleAPPROVED NOVEL OPTIONS FOR 3rd/4th GRADE
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August 7 Informational WritingELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Click Here for parts A, B, C, D		Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Paragraphs Unit 1Informational WritingELAGSE3L1. a.c. Nouns/Abstract/Concrete

ELAGSE3L2. d Form and use possessives		ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Students can ask and answer questions to demonstrate their understanding of a text while referring to the text for evidence to support their answers.Unit 1
Week 1
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August 14ELAGSE3W2Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Paragraphs Unit 1 (cont.)Informational WritingELAGSE3L1. a. PronounsELAGSE3RL1: (Continue)

ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
Students can describe the traits and motivations of characters and how those actions contribute to the sequence of events. Unit 1
Week 1, continued
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August 21ELAGSE3W2Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Paragraphs Unit 4Informational WritingELAGSE3L1. a. AdjectivesELAGSE3RL3: (Continue)

ELAGSE3RL7: 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).		 Students can explain how text illustrations contribute to the mood, characters or setting of a story. Unit 1
Week 2		DIBELS WINDOW
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August 28ELAGSE3W2Students can write persuasive pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Paragraphs Unit 4Persuasive/ Opinion WritingELAGSE3L1. a. VerbsELAGSE3RL6: Distinguish their own point of view from that of the narrator or those of the characters.Students can distinguish their own point of view from that of the characters or the characters of a story.Unit 4
Week 1		DIBELS WINDOW
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September 5*ELAGSE3W2Students can write persuasive pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Essays Unit 1: Text-Based Essay BasicsPersuasive/ Opinion WritingELAGSE3L1. a. AdverbsELAGSE3RL9: 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)		Students can compare and contrast the themes, settings and plots of stories by the same author.Unit 4
Week 2		DIBELS WINDOW

NAVVY Assessment: RL1 (Assess in the fifth week. Remediate and reassess when standards are retaught.)
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September 11ELAGSE3W2Students can write persuasive pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Essays Unit 1: Text-Based Essay BasicsPersuasive/ Opinion WritingELAGSE3L1. b. Regular and Irregular Plural NounsELAGSE3RI1: (Continue)

ELAGSE3RI4: Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
Students can determine the meaning of academic words and phrases in a grade level text.Unit 1 Week 3DIBELS WINDOW
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September 18*ELAGSE3W2Students can write narrative pieces to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Daily Lesson Series: Writing Strong Essays Unit 3: Text-Based Essay BasicsStory WritingELAGSE3L4. a.c. Root Words, Prefixes/Suffixes/AffixesELAGSE3RI6: Distinguish their own point of view from that of the author of a text.Students can distinguish their own point of view from that of the author of a text.
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September 25ELAGSE3W2Students can write narrative pieces to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Daily Lesson Series: Writing Strong Essays Unit 3: Text-Based Essay BasicsStory WritingELAGSE3L1.d.e. Regular/Irregular Verbs & Simple Verb TensesELAGSE3RI3: 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		Students can describe the relationship between a series of historical events, concepts, or steps in a procedure using language related to time, sequence and cause/effect.Unit 1 Week 4
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October 2Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Catch-up/ Remediate/ INFORMATIONAL BENCHMARKReview Informational Writing/ Administer Informational BenchmarkReview WeekELAGSE3RI9: Compare and contrast the most important points and key details
presented in two texts on the same topic.		Students can compare and contrast the most important, key details presented in two texts on the same topic.INFORMATIONAL BENCHMARK
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October 17* Opinion WritingELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Click Here for parts A, B, C, D		Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing with Strong Development of Support Unit 1: Development of Support- EvidenceInformational WritingELAGSE3L1. f. Subject-Verb AgreementELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ELAGSE3RI4: Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.

ELAGSE3RI2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.
Students can determine the main idea of a text; recount the key details and explain how they support the main idea.Unit 1 Week 5
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October 23ELAGSE3W1Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing with Strong Development of Support Unit 1: Development of Support- ElaborationInformational WritingELAGSE3L1. g. Comparative and Superlative Adjectives/AdverbsELAGSE3RI1: (Continue)

ELAGSE3RI2: (Continue)

ELAGSE3RI6: Distinguish their own point of view from that of the author of a
text.
Students can distinguish their own point of view from that of the author of a text.Unit 2 Week 3
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October 30ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Non-Text-Based Opinion Paragraphs Unit 2Persuasive/ Opinion WritingELAGSE3L1. h. Coordinating & Subordinating ConjunctionsELAGSE3RI1: (Continue)

ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic quickly and
efficiently.

ELAGSE3RI7: (Continue)		Students can use text features and search tools to locate relevant information on a given topic.Unit 2 Week 4
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November 6ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Text-Based Opinion Paragraphs Unit 3Persuasive/ Opinion WritingELAGSE3L1.i Simple, Compound and Complex SentencesELAGSE3RI3: 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.

ELAGSE3RI8: Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).

ELAGSE3RI7: (Continue)		Students can describe the relationship between a series of historical events, concepts, or steps in a procedure using language related to time, sequence and cause/effect.Lesson Guidance
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November 13ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Text-Based Opinion Paragraphs Unit 3Persuasive/ Opinion WritingELAGSE3L1.i (continue)ELAGSE3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.

ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic quickly and
efficiently. 		Students can compare and contrast the most important points and key details presented in two texts on the same topic.NAVVY Assessment: RI.2 (Assess in the fifth week. Remediate and reassess when standards are retaught.)
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November 20Thanksgiving
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November 27ELAGSE3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

Click Here for parts A, B, C, D		Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Text-Based Opinion Paragraphs Unit 3Compare/ ContrastELAGSE3L4..d Glossaries (print and digital) to clarify precise meanings of key words/phrasesELAGSE3RI2: (Continue as it aligns with writing)

ELAGSE3RI9: (Continue as it aligns with writing)
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December 4ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Essay Writing Skills: Step by Step Opinion Writing: Choose ONE or TWO articles based on student needPersuasive/ Opinion WritingDIBELS WINDOW
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December 11ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Opinion BenchmarkReview Persuasive/ Opinion Writing: Administer Opinion BenchmarkELAGSE3RI10: 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.Students can read and comprehends informational texts at the high-end of the grades 2-3 text complexity band independently and proficiently.DIBELS WINDOW Opinion Benchmark
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December 18* Narrative Writing & Constructive ResponseELAGSE3W1Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Review and Supplement with Targeted Lessons based on NeedsInformational WritingELAGSE3L.5.b Identify real-life connections between words and their use
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January 8ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Click Here		Students can write informational pieces on topics or texts, supporting a point of view with strong reasons.Daily Lesson Series: Writing Strong Essays: Writing Text-Based Narratives Unit 4Informational WritingELAGSE3L.5.a. Literal and Non-Literal Language ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Students can ask and answer questions to demonstrate their understanding of a text while referring to the text for evidence to support their answers.Unit 2 Week 2
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January 16*ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Essays: Writing Text-Based Narratives Unit 4Persuasive/ Opinion WritingELAGSE3.L.2. c. Commas and Quotation Marks in DialogueELAGSE3RL1: (Continue)

ELAGSE3RL2: 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.		Students can recount stories, fables, folktales, and myths from diverse cultures and determine the central message, lesson or moral while explaining how it is converyesd through key details.Unit 2 Week 2
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January 22ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Essays: Writing Text-Based Narratives Unit 4Persuasive/ Opinion WritingELAGSE3.L.2. c. (continue all throuthout the Narrative Unit)ELAGSE3RL2: (Continue)

ELAGSE3RL3: (Continue)

ELAGSE3RL6: Distinguish their own point of view from that of the narrator or
those of the characters.		Students can distinguish their own point of view from that of the narratory or those of the characters.Unit 2 Week 5
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January 29ELAGSE3W1Students can write opinion texts to examine a topic and convey ideas and information clearly.Daily Lesson Series: Writing Strong Essays: Writing Text-Based Narratives Unit 4Persuasive/ Opinion WritingELAGSE3.L.5. c Shades of Meaning ELAGSE3RL3: (Continue)

ELAGSE3RL7: 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)		Students can explain how text illustrations contribute to the mood, characters, or setting.Unit 3 Week 1
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February 5ELAGSE3W1Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Constructed Response LessonsNarrative WritingReview WeekELAGSE3RL4: Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text.

ELAGSE3RL5: 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		Students can determine the meaning of literal and nonliteral language/phrases as used in texts. Unit 3 Week 1
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February 12*ELAGSE3W1Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Constructed Response LessonsNarrative WritingReview WeekELAGSE3RL5: 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

Students can refer to parts of stories, dramas, and poems when writing or speaking about a text describing how parts build on earlier sections. Unit 4 Week 5NAVVY Assessment: RL9 (Assess in the sixth week. Remediate and reassess when standards are retaught.)
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February 19*ELAGSE3W1Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Choose 3rd Reading Tab (NOT part of Writing Tab) Narrative Writing: Writing an Original Story Narrative WritingReview WeekELAGSE3RL9: 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).

Align with writing standards.		Students can compare and contrast the themes, settings and plots of stories by the same author.Unit 5 Week 2
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February 26ELAGSE3W1Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Catch-Up/ Review NARRATIVE BENCHMARKReview Narrative Writing/ Administer Narrative BenchmarkELAGSE3L2. a. Capitalize appropriate words in TitlesELAGSE3RI1: (Continue) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersStudents can ask and answer questions to demonstrate their understanding of a text while referring to the text for evidence to support their answers.Unit 5 Week 3Catch-Up/ Review NARRATIVE BENCHMARK
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March 4REVIEWELAGSE3W2ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Click Here		Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsELAGSE3L2. b. Use Commas in AddressesELAGSE3RI6: (Continue) Distinguish their own point of view from that of the author of a text.Students can distinguish their own point of view from that of the author of a text.Unit 5 Week 3
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March 11ELAGSE3W1ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekELAGSE3RI3: (Continue) 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/effectStudents can describe the relationship between a series of historical events, concepts, or steps in a procedure using language related to time, sequence and cause/effect.Unit 5 Week 5
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March 18*ELAGSE3W1ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsELAGSE3RI9: (Continue) Compare and contrast the most important points and key details presented in two texts on the same topic.Students can compare and contrast the most important, key details presented in two texts on the same topic.Unit 5 Week 5
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March 25ELAGSE3W1ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekELAGSE3RL1: (Continue) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Students can ask and answer questions to demonstrate their understanding of a text while referring to the text for evidence to support their answers.Unit 6 Week 2MAP WINDOW
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April 1*ELAGSE3W1ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekELAGSE3RL10: 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.Students can read and comprehend literature at the high end of the grades 2-3 complexity band independently and proficiently.Unit 6 Week 2MAP WINDOW
NAVVY Assessment: RI.9 (Assess in the third week. Remediate and reassess when standards are retaught.) (Tentatively based on testing schedule.)
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April 15ELAGSE3W1ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekMilestone Review Essential StandardsGAMS prepDIBELS WINDOW
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April 22ELAGSE3W2ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekMilestone Review Essential StandardsGAMS prepDIBELS WINDOW
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April 29ELAGSE3W3ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekMilestone Review Essential StandardsGAMSDIBELS WINDOW
GAMS
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May 6ELAGSE3W4ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekNovel Based Instruction and Review TEXT OPTIONS LISTNovel Based Instruction and Review TEXT OPTIONS LIST
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May 13ELAGSE3W5ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekNovel Based Instruction and Review TEXT OPTIONS LISTNovel Based Instruction and Review TEXT OPTIONS LIST
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May 20ELAGSE3W6ELAGSE3W1Review Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview Using DATA SHEET, Targeted Lessons, and Reading Tab LessonsReview WeekNovel Based Instruction and Review TEXT OPTIONS LISTNovel Based Instruction and Review TEXT OPTIONS LIST
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