Third Grade Curriculum
ALL CURRICULUM DOCUMENTS ARE ACTIVE DRAFTS
Literacy
-
Decoding Proficiency Scale:
Priority Standards:
3.RF.A Identify and know the meaning of the most common prefixes and derivational suffixes.
3.RF.B Decode words with common Latin suffixes.
3.RF.C Decode multisyllable words.
3.RF.D Read grade-appropriate irregularly spelled words.
3.L.4.B Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
3.L.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
-
Analyzing Themes & Ideas Proficiency Scale:
Prioritized Standards:
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RL.2 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.
-
Analyzing Words Proficiency Scales:
Prioritized Standards:
3.L.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
3.L.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
-
Analyzing Language Proficiency Scales:
Prioritized Standards:
3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
-
Sources and Research Proficiency Scales:
Prioritized Standards:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.W.7 Conduct short research projects that build knowledge about a topic
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
-
Text Features Proficiency Scales:
Prioritized Standards:
3.W.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension
-
Text Types Proficiency Scales:
Prioritized Standards:
3.W.2 Write multiple informative/explanatory texts to examine a topic and convey ideas and information clearly
-
Generating Sentences Proficiency Scales:
Prioritized Standards:
3.W.1.C Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons
3.W.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information
3.W.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of character to situations
-
Generating Text Organization and Structure Proficiency Scales:
Prioritized Standards:
3.W.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons
3.W.1.D Provide a concluding statement or section
3.W.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension
3.W.2.B Develop the topic with facts, definition, and details
3.W.2.D Provide a concluding statement or section
3.W.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
-
Generating Claims, Evidence, and Reasoning Proficiency Scales:
Prioritized Standards:
3.W.1 Write multiple opinion pieces on topics or texts, supporting a point of view with reasons
3.W.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons
3.W.1.B Provide reasons that support the opinion
-
Generating Narratives Proficiency Scales:
Prioritized Standards:
3.W.3 Write multiple narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
3.W.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally
3.W.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
-
Revision Proficiency Scales:
Prioritized Standards:
3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3)
3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on page 29)
-
Parts of Speech Proficiency Scales:
Prioritized Standards:
3.L.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
3.L.1.B Form and use regular and irregular plural nouns
3.L.1.C Use abstract nouns (e.g., childhood)
3.L.1.D Form and use regular and irregular verbs
3.L.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses
3.L.1.F Ensure subject-verb and pronoun-antecedent agreement
3.L.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified
3.L.2.D Form and use possessives
-
Editing Proficiency Scales:
Prioritized Standards:
3.L.2.A Capitalize appropriate words in titles
3.L.2.B Use commas in addresses
3.L.2.C Use commas and quotation marks in dialogue
3.L.2.EUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)
3.L.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words
3.L.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
Social Studies
Science
Math
-
Prioritized Standards:
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
-
Prioritized Standards:
3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
-
Prioritized Standards:
*3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
*3.OA.B.5 Apply properties of operations as strategies to multiply and divide
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
-
Prioritized Standards:
*3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
*3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.
*3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
*3.OA.B.6 Understand division as an unknown-factor problem.
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
-
Prioritized Standards:
*3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
*3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
-
Prioritized Standards:
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
-
Prioritized Standards:
3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
*3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. (PLUS the 2 sub-standards)
-
Prioritized Standards:
*3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
*3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
*3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
*3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
-
Prioritized Standards:
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
-
Prioritized Standards:
*3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
-
Prioritized Standards:
*3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
-
Prioritized Standards:
*3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
-
Prioritized Standards:
*3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
-
Prioritized Standards:
*3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. (PLUS the 2 sub-standards)
*3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
*3.MD.C.7 Relate area to the operations of multiplication and addition (PLUS the 4 sub-standards)
-
Prioritized Standards:
3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
-
Prioritized Standards:
*3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.