Grade 3 English Language Arts

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. (E03.B-K.1.1.2)
• CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences about the text; refer to text to support response. (E03.B-K.1.1.1, E03.A-K.1.1.1)
• CC.1.2.3.D / CC.1.3.3.D Explain the point of view of the author. 
• E03.A-C.2.1.1 Explain the point of view from which a story is narrated, including the difference between first and third-person narrations. Note: “Story” means narration of events told through the text types of story, drama, or poem. 
• E03.B-C.2.1.1 Explain the point of view from which a text is written. 
• CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect. (EO3.B-K.1.1.3)
• CC.1.2.3.E Use text features and search tools to locate and interpret information. (EO3.B-C.2.1.2)
• CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words or phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. 
• E03.B-V.4.1.1/ E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • a. Use context as a clue to the meaning of a word or phrase.
  • 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).
  • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• E03.B-V.4.1.2/ E03.A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings.
  • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
• CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text. 
• EO3.B-C.3.1.3 Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic. (E03.B-C.3.1.2)
• CC.1.2.3.J / CC.1.3.3.J Acquire and use accurately grade-appropriate conversational, general academic,and domain-specific words and phrases, including those that signal spatial and temporal relationships. 
• CC.1.2.3.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. (E03.B-V.4.1.1)
• CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary fiction, non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events. (E03.A-K.1.1.3)

Foundational Skills

• CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.
• Decode multi-syllable words.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.

Writing

• CC.1.4.3.M Write narratives to develop real or imagined experiences or events. 
• CC.1.4.3.N Establish a situation and introduce a narrator and/or characters. (E03.C.1.3.1)
• CC.1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences or events and show the response of characters to situations. (E03.C.1.3.2)
• CC.1.4.3.P Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure. (E03.C.1.3.1, E03.C.1.3.3, E03.C.1.3.4)
• CC.1.4.3.Q Choose words and phrases for effect. (E03.D.2.1.1)
• CC.1.4.3.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
• CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• CC.1.4.3.U With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 
• CC.1.4.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking/Listening

• CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
• CC.1.5.3.B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
• CC.1.5.3.E Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• CC.1.5.3.G Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level and content.

Building Knowledge

• People from different cultures contribute to communities.
• Traditions can teach us about cultures.
• Landmarks help us understand our country’s story.

Word Work

• Words that have the CVC, CCVC, or CVCC pattern usually make a short vowel sound.
• Words that have the VCe pattern usually make a long vowel sound.
• Certain spelling patterns usually make a long ā sound. (ai, ay, a_e, eigh).
• Certain spelling patterns usually make a long ō sound. (oa, ow, oe, o_e).

Comprehension

• Headings and maps contribute to meaning in a text.
• Chronology, comparison, and cause and effect are text structures authors use to organize and help readers understand a text.
• Authors have a purpose for writing. Readers can analyze an author’s word choice, structures, and context clues to help them figure out why the author wrote the passage.
• The meaning of multiple-meaning and unknown words and phrases can be figured out from context clues, word relationships, and background knowledge. 
• Character dialogue can be used to understand a character’s perspective, thoughts, and feelings.
• Characters develop throughout the plot in a literary text.
• Details in a text help to develop a central idea.
• Authors make claims and provide evidence to support their opinions.
• First person point of view means that a person is telling his or her own experiences (I, my).
• Third person point of view means that the story is told by someone outside of the story (he, she, they). 

Writing/Conventions

• Complete sentences begin with a capital letter, show a complete thought (have both a subject and a predicate), and end with punctuation.
• Types of sentences (commands, exclamations) have different purposes and end punctuation. 
• A personal or fictional narrative uses a logical sequence of events, appropriate descriptions, and a variety of transitional words/phrases.
• Compound sentences join two related sentences with a comma and coordinating conjunction (and, or, but). 

• People, places, and traditions from different cultures help shape our communities and teach us about the world.
• Words follow patterns that help us read, spell, and understand them. 
• Good readers use text features, text structures, and context clues to better understand stories and informational texts.
• Writers use complete sentences, descriptive details, and different sentence types to tell clear stories, share opinions, or give information. 

Text Set 1

• Read, analyze, and understand narrative nonfiction. 
• Use headings and maps.
• Identify chronology.
• Use text evidence to respond to narrative nonfiction.
• Apply strategies and skills to read an expository text.
• Identify effective word choice (author’s purpose).
• Analyze text, craft, and structure and compare texts.
• Determine author’s point of view (first person vs. third person)
• Identify compound words.
• Define, read, and use new vocabulary words.
• Read, sort, and spell words with short vowels ă, ĭ, ĕ, ŏ, ŭ.
• Identify sentences and fragments.
• Use commands and exclamations correctly.

Text Set 2

• Read and understand realistic fiction.
• Use dialogue to understand the character's perspective.
• Identify & analyze character development.
• Use text evidence to respond to realistic fiction.
• Apply strategies and skills to read an expository text.
• Analyze the author's purpose.
• Analyze text, craft, and structure and compare texts.
• Use context clues to determine unfamiliar words.
• Define, read, and use new vocabulary words.
• Read, sort, and spell words with final e, long ā.
• Identify and use subjects and predicates to make a complete sentence.

Text Set 3

• Read and understand argumentative text.
• Use text features.
• Identify the central idea & relevant details.
• Use text evidence to respond to argumentative text.
• Apply strategies and skills to read an expository text.
• Identify the author's claim & supporting evidence.
• Analyze text, craft, and structure and compare texts.
• Use context clues to understand multiple-meaning words.
• Define, read, and use new vocabulary words.
• Read, sort, and spell words with long ō.
• Identify and use simple and compound sentences.

Writing

• Types of sentences (commands, exclamations, questions, statements) have different purposes and end punctuation.
• Write a personal narrative
• Write with a clear focus and purpose. 
• Create an organizational structure that tells about a personal experience that includes thoughts and feelings.
• Use dialogue and descriptions of thoughts, actions and feelings to develop characters and events. 
• Provide details to support a central idea.
• Demonstrate a strong command of spelling, punctuation, grammar and usage. 

• How do people from different cultures contribute to a community?
• What can traditions teach you about cultures?
• How do landmarks help us understand our country’s story?
   

• How do the characters in our stories share their culture with their community?
• How do headings and maps contribute to the meaning of a text?
• How can authors use text structures to organize and help readers understand text?
• How is an author’s purpose developed in a text/passage?
• How can we determine the meaning of words? 
• What can we use to understand a character’s perspective?
• How do characters grow and change from the beginning to the end of a story?
• Can you find the central idea and relevant details to support it in a text?
• How does an author use evidence to support a claim/opinion?
• What makes a word have a short vowel sound?
• What is similar about the vowel sounds in words that end with a final e? 
• What spelling patterns can be used to make words with long vowel sounds? (ā and ō).
• What do narrative stories have in common?
• What are the components of a personal narrative? 
• How can we build a complete sentence by using the right words in the correct order to clearly express an idea?
• How can we tell if a story is told in first-person or third-person point of view?
   

Academic Vocabulary
Weeks 1-2

• admires
• classmate
• community
• contribute
• practicing
• pronounce 
• scared 
• tumbled

Weeks 3-4

• celebrate
• courage
• disappointment
• precious
• pride
• remind
• symbols
• tradition

Week 5

• grand
• carved
• clues
• landmark
• massive
• monument
• national
• traces

ELA Academic Language
Grammar:

• complete sentence
• subject
• predicate
• command
• exclamation
• compound sentence
• fragment
• coordinating conjunction

Reading:

• chronology/sequence
• comparison
• cause & effect
• author’s purpose
• perspective
• plot
• central idea/main idea
• relevant details
• claim

Genres:

• narrative nonfiction
• personal narrative
• realistic fiction
• argumentative
• opinion

Phonics:

• long vowel
• short vowel
• compound words

Essential Question:

• culture
• community
• tradition
• landmark

• Written responses in “Respond to Reading”
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5) 
• Selection tests- vocabulary (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
   

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. (E03.B-K.1.1.2)
• CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences about the text; refer to text to support response.
• CC.1.2.3.E Use text features and search tools to locate and interpret information. (EO3.B-C.2.1.2)
• CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words or phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.
• E03.B-V.4.1.1/ E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • a. Use context as a clue to the meaning of a word or phrase.
  • 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).
  • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• E03.B-V.4.1.2/ E03.A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings.
  • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic. (E03.B-C.3.1.2)
• CC.1.2.3.J / CC.1.3.3.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. 
• CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E03.A-V.4.1.1, E03.B-V.4.1.1)
• CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary fiction, non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. (E03.A-K.1.1.2)
• CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events. (E03.A-K.1.1.3)
• CC.1.3.3.E Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections.
• CC.1.3.3.G 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).

Foundational Skills

• CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.
  • Identify and know the meaning of the most common prefixes and derivational suffixes. 
  • Decode multi-syllable words.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
  • Read on-level text with purpose and understanding.
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use content to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.3.G Write opinion pieces on familiar topics or texts.
• CC.1.4.3.H Introduce the topic and state an opinion on the topic. (E03.C.1.1.1)
• CC.1.4.3.I Support an opinion with reasons. (E03.C.1.1.2)
• CC.1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section. (E03.C.1.1.1, E03.C.1.1.3, E03.C.1.1.4)
• CC.1.4.3.M Write narratives to develop real or imagined experiences or events. 
• CC.1.4.3.N Establish a situation and introduce a narrator and/or characters. (E03.C.1.3.1)
• CC.1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences or events and show the response of characters to situations. (E03.C.1.3.2)
• CC.1.4.3.P Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure. (E03.C.1.3.1, E03.C.1.3.3, E03.C.1.3.4)
• CC.1.4.3.Q Choose words and phrases for effect. (E03.D.2.1.1)
• CC.1.4.3.L / CC.1.4.3.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• E03.D.1.1.2 Form and use regular and irregular plural nouns.
• E03.D.1.1.3 Use abstract nouns (e.g., childhood).
• E03.D.1.1.7 Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
• E03.D.1.2.1 Capitalize appropriate words in titles.
• E03.D.1.2.2 Use commas in addresses.
• E03.D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
• CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• CC.1.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking / Listening

• CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
• CC.1.5.3.B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
• CC.1.5.3.F Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
• CC.1.5.3.G Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level and content.

Building Knowledge

• Communities help the government work.
• People immigrate for a variety of reasons.
• People make things work with inventions.

Word Work

• Words that make one sound with two letters make a diagraph.
• Words that make one sound with three letters make a trigraph.
• Certain spelling patterns usually make a long i sound (i, y, ie, igh).
• Certain spelling patterns usually make a long u sound (u, u_e, ew).
• Certain spelling patterns usually make a long e sound (ee, ee_e, ea ie).
• Certain spelling patterns usually make a silent sound (wr, kn, gn).
• Certain spelling patterns usually make a three letter blend (scr, spr, str, squ, thr).
• Certain spelling patterns usually make one sound with two/three letters, digraphs/trigraphs (c, ck, th, sh, wh, tch).

Comprehension

• Expository text is nonfiction.
• Bar graphs and headings contribute to meaning in a text.
• Characters develop throughout the plot in a literary text.
• Character perspective is what the character thinks or feels.
• Theme is the author’s message.
• Chronology, comparison, and cause and effect are text structures authors use to organize and help readers understand a text.
• Authors make claims and provide evidence to support their opinions.
• Authors have a purpose for writing. Readers can analyze an author’s word choice, structures, and context clues to help them figure out why the author wrote the passage.
• Rhyme scheme is the pattern of rhyming words at the end of a poem’s line.
• Limerick is a 5-line, short, funny poem with a AABBA rhyme scheme.

Writing/Conventions

• A personal or fictional narrative uses a logical sequence of events, appropriate descriptions, and a variety of transitional words/phrases.
• Types of sentences (commands, exclamations, questions, statements) have different purposes and end punctuation.
• Different types of nouns serve different purposes.
• Proper nouns are specific names of people, places, and things, and are capitalized.
• Adjectives are words that describe nouns, some adjectives tell what kind or how many. (from U6W1)
• Apostrophes are added to the end of a noun to show possession. An apostrophe and an “s” (‘s) are added to most singular nouns. If a noun is plural or ends in “s”, just an apostrophe is added to the end of the word to show possession. 
• Prefixes are word parts that are added to the front of a base word that impact the meaning of a word.
• The difference between figurative language and literal language.
• Write a personal narrative
• Write with a clear focus and purpose. 
• Create an organizational structure that tells about a personal experience that includes thoughts and feelings.
• Use dialogue and descriptions of thoughts, actions and feelings to develop characters and events. 
• Provide details to support a central idea.
• Demonstrate a strong command of spelling, punctuation, grammar and usage. 

An opinion piece:

• Introduces a topic and statement of your opinion. 
• Has evidence, facts and details to support your claim or reason. 
• Use linking words and phrases to connect your ideas. 
• Demonstrates a strong command of spelling, punctuation, grammar and usage. 

• Writers use complete sentences, descriptive details, and different sentence types to tell clear stories, share opinions, or give information. 
• Words follow patterns that help us read, spell, and understand them. 
• Readers use text evidence, features, and structure to figure things out and understand what they read.
• Readers and writers explore how people contribute to and shape communities, including how government works.
• Stories and texts help us understand why people move to new places and what immigration means.
• Understanding genre features and figurative language helps readers connect with characters, themes, and ideas.

Text Set 1

• Read and understand expository text.
• Decode words with long i and long e. 
• Identify and use plurals and inflectional endings. 
• Describe how headings and bar graphs add meanings to a text.
• Identify and understand an author's claim in a text.
• Reread to better understand a text.
• Identify prefixes and build vocabulary (re-, un-).
• Identify the features of expository text. 
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Read and listen to learn how people make government work.
• Understand the author's purpose in an expository text.
• Compare texts to understand how people make government work.
• Learn and use new vocabulary about government.
• Classify nouns as common/proper, abstract/concrete, singular/plural. 
• Capitalize proper nouns.
• Punctuate four sentence types.

Text Set 2

• Read and understand historical fiction.
• Use text evidence to respond to historical fiction.
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Identify the features of historical fiction.
• Know why people immigrate to new places.
• Read and listen to texts to learn why people immigrate to new places.
• ​​Understand an author’s use of a cause-and-effect text structure in an expository text.
• Compare texts to understand why people immigrate to new places.
• Learn and use new vocabulary about immigration.
• Decode words with silent letters and three-letter blends.
• Identify and use possessives and words with closed syllables.
• Understand how a character develops throughout the plot of a story.
• Describe the theme of a story.
• Make predictions to check my understanding of a text.
• Identify figurative language and build vocabulary (simile, hyperbole).
• Classify nouns as collective and/or irregular plural.

Text Set 3

• Decode words with digraphs.
• Identify and use words with open syllables.
• Describe the features of limerick and free verse.
• Understand a character’s perspective in a poem.
• Identify alliteration and rhymed verse.
• Identify figurative language and build vocabulary (simile, metaphor).
• Identify the features of poetry.
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Read and listen to texts to learn how people figure things out.
• Understand an author’s use of rhyme scheme in a poem.
• Compare texts to understand how people figure things out.
• Learn and use new vocabulary about figuring things out.
• Identify and use apostrophes correctly in singular and plural possessive nouns..

Week 6 Grammar (found in U6W1&2)

• Identify and use adjectives.
• Identify and use adjectives that compare.

Writing

• Write a personal narrative.
• Write with a clear focus and purpose. 
• Create an organizational structure that tells about a personal experience that includes thoughts and feelings.
• Use dialogue and descriptions of thoughts, actions and feelings to develop characters and events. 
• Provide details to support a central idea.
• Demonstrate a strong command of spelling, punctuation, grammar and usage.
• Write an opinion essay. (START)
• Introduce the topic and state an opinion.
• Support an opinion with reasons.
• Create an organizational structure that includes reasons linked in a logical order with a concluding statement.
• Demonstrate a strong command of spelling, punctuation, grammar and usage.

• How do people make government work?
• Why do people immigrate to new places?
• How do people figure things out?
   

• How do readers use text evidence and features to understand a text and identify the author's message?
• How do people shape communities and solve problems through immigration, cooperation, and invention?
• How do spelling patterns help us figure out the sounds in words?
• How do digraphs and trigraphs help us read and write words more easily?
• Why do some letters stay silent in words, and how can we recognize them?
• How can we use what we know about long vowel spelling patterns to decode new words?
• How do blends change the way words begin and sound?
• How can we tell if a text is expository or literary?
• How do headings and bar graphs help us understand what we read?
• How do characters grow and change in a story?
• What is a character’s perspective, and how can we figure it out?
• How do text structures like chronology, comparison, and cause and effect help us understand what we read?
• How do authors support their claims with evidence?
• How can we figure out the author’s purpose?
• What is a rhyme scheme, and how does it affect a poem?
• What are the features of different types of poetry?
• How do writers organize and describe events in a story?
• Why do different types of sentences have different punctuation?
• Why are different types of nouns important in writing?
• Why are proper nouns always capitalized?
• How do apostrophes show possession in singular and plural nouns?
• How do we use commas properly in sentences?
• How do prefixes change the meaning of a word?
• What is the difference between figurative and literal language?
• How do adjectives help us describe nouns?
• What do narrative stories have in common?
• What are the components of a personal narrative? 
• How can I write to share my opinion with reasons and support from text?
   

Academic Vocabulary
Weeks 1-2

• announce
• candidates
• convince
• decisions
• elect
• estimate
• government
• independent 

Weeks 3-4

• arrived
• immigrated
• inspected
• moment
• opportunity
• photographs
• valuable
• whispered

Week 5

• bounce
• imagine
• inventor
• observer
• alliteration
• free verse
• limerick
• rhyme

ELA Academic Language
Grammar:

• kinds of nouns
• singular nouns
• plural nouns
• special nouns
• combining sentences
• possessive nouns
• Reading:
• headings
• bar graph
• prefix 
• point of view
• text structure
• compare/contrast
• cause/effect 
• plot
• development
• perspective
• theme
• dialogue
• rhyme scheme
• personification
• figurative language
• literal
• simile
• rhymed verse
• limerick
• free verse
• stanza
• rhythm

Genres:

• expository text
• historical fiction
• poetry
• realistic fiction 

Phonics:

• vowel
• consonant
• identify

Essential Question:

• government 
• immigrate

• Written responses in “Respond to Reading”
• Personal Narrative Assessment (Scored with Narrative Writing Gr. 2/3 (2024) rubric in Schoology) 
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5) 
• Selection tests- vocabulary (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2
   

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. (E03.B-K.1.1.2)
• CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences about the text; refer to text to support response. (E03.B-K.1.1.1, E03.A-K.1.1.1)
• CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect. (E03.B-K.1.1.3)
• CC.1.2.3.E Use text features and search tools to locate and interpret information. (EO3.B-C.2.1.2)
• CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words or phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. 
• E03.B-V.4.1.1/ E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • a. Use context as a clue to the meaning of a word or phrase.
  • 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).
  • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• E03.B-V.4.1.2/ E03.A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings.
  • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
• CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text. (EO3.B-C.3.1.3)
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic. (E03.B-C.3.1.2)
• CC.1.2.3.J / CC.1.3.3.J Acquire and use accurately grade-appropriate conversational, general academic,and domain-specific words and phrases, including those that signal spatial and temporal relationships. 
• CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E03.A-V.4.1.1, E03.B-V.4.1.1)
• CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary fiction, non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. (E03.A-K.1.1.2)

Foundational Skills

• CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.
  • Identify and know the meaning of the most common prefixes and derivational suffixes. 
  • Decode words with common Latin suffixes.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
  • Read on-level text with purpose and understanding.
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.3.G Write opinion pieces on familiar topics or texts.
• CC.1.4.3.H Introduce the topic and state an opinion on the topic. (E03.C.1.1.1)
• CC.1.4.3.I Support an opinion with reasons. (E03.C.1.1.2)
• CC.1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section. (E03.C.1.1.1, E03.C.1.1.3, E03.C.1.1.4)
• CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience. 
• CC.1.4.3.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. 
• E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• E03.D.1.1.4 Form and use regular and irregular verbs.
• E03.D.1.1.5 Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
• E03.D.1.1.6 Ensure subject-verb and pronoun-antecedent agreement.
• E03.D.1.1.7 Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
• E03.D.1.1.9 Produce simple, compound, and complex sentences.
• E03.D.1.2.1 Capitalize appropriate words in titles.
• E03.D.1.2.2 Use commas in addresses.
• E03.D.1.2.3 Use commas and quotation marks in dialogue.
• E03.D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• E03.D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
• CC.1.4.3.V Conduct short research projects that build knowledge about a topic.
• CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• CC.1.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking / Listening

• CC.1.5.3.B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
• CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Building Knowledge

• Different animals have unique features.
• Events in history are unique.

Word Work

• Certain spelling patterns contain r-controlled vowels (ur, ar, or, ir).
• Certain spelling patterns contain prefixes (pre-, dis-, mis-).
• Certain spelling patterns contain diphthongs (oi, ou, oy).
• The difference between figurative and literal language.
• Suffixes change the meaning of the word.
• Prefixes change the meaning of the word.

Comprehension

• Expository text gives facts and information about a topic.
• Text features of expository text include keywords and charts. 
• Folktales are short stories based on the customs and traditions of a people or region. 
• Theme is the essential message or moral. 
• Character perspective is what the character thinks/feels.
• Text structures authors use to organize and help readers understand a text (chronologically, comparison, cause/effect). 
• Questions help us to understand and clarify a text. 
• Illustrations provide meaning to a text.
• Details support the main idea of a text. 
• Paraphrasing aids in comprehending. 

Writing/Conventions

• Action verbs show action.
• Past-tense verbs tell about an action that has already happened.
• Adverbs describe an action verb and tell where, when, and why. (from U6W3)
• Adverbs can be used to compare two or more actions. (from U6W3)
• Future-tense verbs tell about an action that is going to happen.
• Quotation marks are used in dialogue.
• Colons are used in time to separate the hour and minute. 
• Complete sentences use correct subject-verb agreement.
• Complete sentences have subject predicates. 
• Capitalizes the first letter in a title. 
• Contractions are shortened forms of two words using an apostrophe to indicate where letter(s) have been omitted. 
• Abbreviations shorten a word and end in a period.
• Different punctuation has different purposes.
• An opinion piece:
  • Introduces a topic and statement of your opinion. 
  • Has evidence, facts and details to support your claim or reason. 
  • Use linking words and phrases to connect your ideas. 
  • Demonstrates a strong command of spelling, punctuation, grammar and usage. 

• Reading helps us learn about the world around us including; facts about space, animals, and history.
• Authors use structure (chronology, comparison, cause and effect) and features (charts, keywords, illustrations) to organize and explain ideas.
• Words follow patterns that help us read, spell, and understand them. 
• Writers use complete sentences, descriptive details, and different sentence types to tell clear stories, share opinions, or give information. 

Text Set 1

• Read, understand and use text evidence to respond to expository text.
• Identify characteristics of expository text.
• Use key words and charts to read and understand expository texts. 
• Ask and answer questions to demonstrate understanding of a text.
• Use information from illustrations to determine the meaning of a text. 
• Determine main ideas and supporting details of texts.
• Take notes to paraphrase information.
• Speak in complete sentences. 
• Use context clues.
• Determine the meaning of a new word when an affix is added.
• Identify and use contractions.
• Identify and use action verbs.
• Use quotation marks in dialogue and citations.
• Use colons in time between the hour and minute. 
• Identify and apply subject-verb agreement.
• Read, sort and use spelling words with r-controlled vowels.  
• Conduct short research projects that build knowledge about a topic.
• Gather information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Text Set 2

• Read, understand and use text evidence to respond to a folktale.
• Ask and answer questions to demonstrate understanding of a text.
• Distinguish literal from nonliteral language.
• Recount stories to determine central message, lesson or moral.
• Describe characters in a story and explain how their actions contribute to the events.
• Analyze the author's use of plot and dialogue to show character perspective.
• Analyze text, craft and structure and compare texts. 
• Identify key ideas and details in expository text.
• Analyze the compare/contrast text structure.
• Write in response to text.  
• Determine the meaning of words with the suffixes -y and -ly.
• Identify and decode words with final e.
• Identify and use past-tense verbs.
• Identify and use abbreviations.
• Identify and use future-tense verbs.
• Read, sort and use spelling words with r-controlled vowels.  
• Read, sort and use spelling words with prefixes pre-, mis-, and dis-.
• Capitalize appropriate words in book titles. 
• Conduct short research projects that build knowledge about a topic
• Gather information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Text Set 3

• Read, understand and identify characteristics of expository text. 
• Ask and answer questions to demonstrate understanding of a text.
• Analyze the chronology (sequence) text structure.
• Determine the main ideas and supporting details. 
• Use information gained from illustrations to demonstrate understanding. 
• Use suffixes to understand the meaning of words.
• Write in response to text.  
• Reread to analyze craft and structure in expository text. 
• Read, sort and use spelling words with diphthongs. 
• Use quotation marks and colons correctly.
• Distinguish verbs in predicates. 
• Use commas appropriately.
• Conduct short research projects that build knowledge about a topic.
• Gather information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grammar Week 6 (found in U6W3&4)

• Identify and use adverbs.
• Identify and use adverbs that compare. 

Writing

• Write an opinion essay.
• Introduce the topic and state an opinion.
• Support an opinion with reasons.
• Create an organizational structure that includes reasons linked in a logical order with a concluding statement.
• Demonstrate a strong command of spelling, punctuation, grammar and usage..

• What do we know about Earth and its neighbors? 
• What makes different animals unique? 
• How is each event in history unique? 
   

• How do r-controlled vowels affect the way words sound and are spelled?
• How do prefixes and suffixes change the meaning of words?
• How do diphthongs change the way we pronounce and spell words?
• What is the difference between literal and figurative language?
• How does expository text help us learn about a topic?
• How do text features like keywords and charts help us understand expository texts?
• What can folktales teach us about different cultures and traditions?
• How does understanding the theme help us understand a story’s message?
• How does a character’s perspective help us understand their actions and feelings?
• How do authors use text structures to organize information?
• How can asking questions while reading help us better understand a text?
• How do illustrations add meaning to what we read?
• How do details support the main idea of a text?
• How does paraphrasing help us understand what we read?
• How do action verbs help us understand what is happening in a sentence?
• How can we tell when an action happened by using verb tenses?
• How do quotation marks help show when someone is speaking?
• Why do we use colons to write time?
• How does subject-verb agreement help make a sentence complete and clear?
• How do contractions make writing and speaking more natural?
• Why do we use abbreviations, and how do we write them correctly?
• How do I clearly state and support my opinion in writing?
• How can I organize my reasons and evidence in a way that makes sense to the reader?
• How can research help me build knowledge and strengthen my writing?
• What strategies help me gather and organize information from different sources?
• Why is it important to use correct spelling, punctuation, grammar, and usage in my writing?
• How do adverbs help us describe adjectives, verbs and adverbs?
• How can I write to share my opinion with reasons and support from text?
   

Academic Vocabulary
Weeks 1-2

• amount
• astronomy
• globe
• solar system
• support
• surface
• temperature
• warmth

Weeks 3-4

• disbelief
• dismay
• fabulous
• features
• offered
• splendid
• unique
• watchful

Week 5

• agreeable
• appreciate
• boomed
• descendents
• population
• resources
• transportation
• vehicles 

Skill Vocabulary

• Grammar:
• suffix
• action verbs
• subject
• predicate
• quotation marks
• present tense verbs
• past tense verbs
• future tense verbs
• comma
• colon
• synonym
• adjective
• base word
• subject-verb agreement
• combining sentences

Reading:

• summarize/summary
• relevant details
• context clue
• key word
• central idea
• heading
• photograph
• caption
• chart
• expression
• paraphrasing
• analyze
• response
• represent
• traits
• phrasing
• visualize
• perspective
• dialogue
• title
• diagram
• sequence
• compare/contrast
• rate
• problem
• solve
• solution
• moral
• timeline
• chronology
• prompt
• accuracy
• event
• identify
• source
• author’s purpose
• sidebar

Genres:

• informational text
• expository
• folktale

Phonics:

• r-controlled vowels
• prefixes
• diphthongs

Essential Question:

• unique
• history

• Written responses in “Respond to Reading”
• Opinion Essay (Scored with Opinion Writing Gr. 2/3 (2024) rubric in Schoology)
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests- vocabulary (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
   

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. (E03.B-K.1.1.2)
• CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences about the text; refer to text to support response. (E03.B-K.1.1.1, E03.A-K.1.1.1)
• CC.1.2.3.E Use text features and search tools to locate and interpret information. (E03.B-C.2.1.2)
• CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words or phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. 
• E03.B-V.4.1.1/ E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • a. Use context as a clue to the meaning of a word or phrase.
  • 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).
  • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• E03.B-V.4.1.2/ E03.A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings.
  • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (E03.B-C.3.1.1)
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic. (E03.B-C.3.1.2)
• CC.1.2.3.J / CC.1.3.3.J Acquire and use accurately grade-appropriate conversational, general academic,and domain-specific words and phrases, including those that signal spatial and temporal relationships. 
• CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E03.A-V.4.1.1, E03.B-V.4.1.1)
• CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary fiction, non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. (E03.A-K.1.1.2)
• CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events. (E03.A-K.1.1.3)
• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. (E03.A-C.3.1.1)
• CC.1.3.3.E Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections.

Foundational Skills

• CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.
• Identify and know the meaning of the most common prefixes and derivational suffixes. 
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
  • Read on-level text with purpose and understanding.
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.3.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• CC.1.4.3.B Identify and introduce the topic clearly. (E03.C.1.2.1)
• CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate. (E03.C.1.2.2)
• CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section. (E03.C.1.2.1-4)
• CC.1.4.3.E Choose words and phrases for effect. (E03.D.2.1.1)
• CC.1.4.3.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• E03.D.1.1.2 Form and use regular and irregular plural nouns.
• E03.D.1.1.4 Form and use regular and irregular verbs.
• E03.D.1.1.5 Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
• E03.D.1.1.8 Use coordinating and subordinating conjunctions.
• E03.D.1.1.9 Produce simple, compound, and complex sentences.
• E03.D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• E03.D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
• CC.1.4.3.V Conduct short research projects that build knowledge about a topic.
• CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• CC.1.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking / Listening

• CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Building Knowledge

• How to help others in a variety of ways.
• Animals can adapt in their habitats.
• People can inspire you.

Word Work

• Certain spelling patterns contain variant vowels (ü, ů, ǒ). 
• Certain spelling patterns contain r-controlled vowels.
• Certain spelling patterns contain plural words.
• Certain spelling patterns contain homophones.
• Certain spelling patterns contain soft c and g sounds.
• Vowel teams are when two letters come together to make one sound.
• Prefixes are word parts that are added to a word that change the meaning.
• Multisyllabic words are words with more than one syllable.
• Metaphors are comparing two things that are very different, not using “like” or “as”.

Comprehension

• Realistic fiction is a made up story that could really happen that has a beginning, middle, and end.
• Expository text is nonfiction. 
• The theme is the author's message or lesson in a story.
• How to read, comprehend, and organize grade level text.
• Main Idea/Central Idea is the most important point in a text. 
• Questioning aids in comprehension.
• Character perspective is what the character thinks/feels about something.
• The plot is the events that happen in the beginning, middle, and end of a story.
• The setting is when and where the story takes place.
• Compare shows how two things are alike and contrast tells how things are different.
• Fluency is being able to read a text accurately with appropriate expression at a good pace.
• Collaborative conversations are conversations about grade level texts.
• The difference between figurative language and literal language.
• Text features are elements that aid in understanding the text.
• Summarize is to give a brief statement of the main points of a text.
• Context Clues are hints within a text that helps the reader understand unfamiliar words.
• Text structures authors use to organize and help readers understand a text (chronologically, comparison, cause/effect). 
• Certain words come from Greek or Latin roots. 
• A fable is a made up story that teaches a lesson, has animals that talk like people, and has a beginning, middle, and end.
• Poetry uses language to express emotion, idea, and imagery. 
• Poetry has a variety of text structures.

Writing/Conventions

• Complete sentences begin with a capital letter, show a complete thought (have both a subject and a predicate), and end with punctuation.
• How to cite evidence to support your claim in writing.
• An action verb tells what the subject does.
• Linking verbs connects the subject to a noun.
• Contractions are shortened forms of two words.
• An apostrophe takes the place of one or more letters in a contraction.
• Main verbs tell what the subject is or does.
• Helping verbs must agree with the subject in simple and compound sentences.
• A simple sentence has one main (independent) clause and can stand alone.
• A compound sentence has two or more independent clauses
• A dependent clause cannot stand alone as a sentence and is introduced by subordinating conjunctions.
• An irregular verb has a special spelling for the past tense.
• Different punctuation has different purposes.
• An expository essay in writing gives facts about a topic.

• Authors use structure (comparison, cause-effect, chronologically) and features (charts, keywords, illustrations) to organize and explain ideas.
• Words follow patterns that help us read, spell, and understand them. 
• Writers use complete sentences, descriptive details, and different sentence types to tell clear stories, share opinions, or give information. 

Text Set 1

• Identify, read, use text evidence and understand the craft and structure of realistic fiction.
• Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
• Synthesize information from three sources. 
• Determine the main ideas and supporting details of a text.
• Ask questions to check understanding of information.
• Describe characters in a story and explain how their actions contribute to the sequence of events. 
• Understand a character's perspective to read and understand realistic fiction. 
• Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. 
• Conduct short research projects that build knowledge about a topic. 
• Recall information from experiences or gather information from print and digital sources. 
• Write in response to text. 
• Decode plural words.
• Identify vowel team syllables.
• Read fluently with proper phrasing and rate. 
• Determine the meaning of a new word formed when a known affix (prefix/suffix) is added. 
• Use new vocabulary words to read and understand realistic fiction.
• Acquire and use accurately grade-appropriate conversational words and phrases. 
• Decode words with variant vowels of /u/. 
• Use base words to determine the meaning of related words. 
• Decode multisyllabic words. 
• Read grade-level prose and poetry orally with accuracy, expression and automaticity. 
• Determine the meaning of words and phrases as they are used in a text in literally and nonliteral language. 
• Identify and use linking verbs correctly.
• Use contractions with the word not correctly.
• Spell words with /ü/: oo, ew, u_e, ue, u, ui, ou, /ů/:oo, ou.
• Spell plural words.
• Use punctuation correctly at the end of complete sentences.
• Use apostrophes correctly.
• Conduct short research projects that build knowledge about a topic.

Text Set 2

• Read, understand and use text evidence to respond to expository text.
• Identify characteristics of an expository text. 
• Analyze craft and structure in an expository text. 
• Explain a theme and how it develops, using details, in literary text.
• Explain how text features contribute to meaning.
• Use text features and search tools to locate information.  
• Identify the text structures of chronology, comparison and cause and effect. 
• Write in response to text.
• Summarize a text to enhance comprehension. 
• Compare and contrast how authors present information on the same topic. 
• Use context clues and/or background knowledge to determine the meaning of unknown words and phrases.
• Ask questions to check understanding.
• Speak in complete sentences.
• Determine main idea and supporting details of a text.
• Use sentence clues to understand unfamiliar words. 
• Identify the author's purpose. 
• Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 
• Decode words with variant vowels /ô/.
• Use knowledge of Greek and Latin roots to decode words.
• Decode homophones. 
• Use knowledge of r-controlled vowel syllables to decode words. 
• Read fluently with intonation. 
• Identify the theme to help read and understand a fable. 
• Identify main and helping verbs.
• Identify complex sentences.
• Use quotation marks, commas and periods correctly.
• Conduct short research projects that build knowledge about a topic.
• Spell words with variant vowels /ô/.
• Spell words with homophones.

Text Set 3

• Read, understand and use text evidence to respond to poetry. 
• Know how others can inspire us. 
• Ask and answer questions about information.
• Build on background knowledge to form a viewpoint. 
• Recount stories, including fables, folktales, and myths from diverse cultures. 
• Compare and contrast the most important points and key details presented in two texts on the same topic. 
• Determine the main ideas and supporting details of a text. 
• Distinguish the literal and nonliteral meanings of words and phrases.
• Identify the characteristics of poetry. 
• Recount stories to determine the central message or moral.
• Refer to parts of stories, dramas, and poems when writing or speaking about a text. 
• Read and understand poetry by understanding narrative, free verse, and haiku text structures. 
• Identify and use irregular verbs.
• Use correct verb forms.
• Spell words with soft c and g.
• Analyze metaphors to figure out what words in a text mean. 
• Identify and find details of the theme in a poem.
• Conduct short research projects that build knowledge on a topic.

Writing

• Write an expository essay:
  • Shows clear evidence of writing with the prompt, purpose, and audience in mind.
  • Writing has a logical progression of ideas; begins with a strong introduction and ends with a conclusion.
  • Writers use examples, definitions,quotations from sources, and precise language to express ideas clearly.
  • Use linking words and phrases to connect your ideas. 
  • Demonstrates a strong command of spelling, punctuation, grammar and usage.

• How can you use what you know to help others?
• How do animals adapt to challenges in their habitat? 
• How can others inspire us? 

• How does understanding the theme help us understand a story’s message?
• How does a character’s perspective help us understand their actions and feelings?
• How do authors use text structures to organize information?
• How can asking questions while reading help us better understand a text?
• How do illustrations add meaning to what we read?
• How do details support the main idea of a text?
• How does paraphrasing help us understand what we read?
• How can a realistic fiction story seem real even though it's made up?
• How does expository text help us learn real facts and information?
• What is the theme of a story, and how do we find the author’s message or lesson?
• How can we read, understand, and organize grade-level texts?
• How do we find the main idea or central idea in a text?
• What is the plot of a story, and how do the beginning, middle, and end fit together?
• How does the setting help us understand what’s happening in the story?
• How do comparing and contrasting help us better understand two things?
• What does it mean to read with fluency, and why is it important?
• How can talking with others about a text help us understand it better?
• What is the difference between literal and figurative language?
• How do text features help us understand nonfiction texts?
• How do we summarize a text to show its main points?
• How can context clues help us figure out new or tricky words?
• How do authors organize their writing to help us understand it better?
• How do Greek and Latin roots help us understand word meanings?
• What makes a fable different from other types of stories?
• How does poetry use language to show feelings, ideas, and images?
• What are some different ways poetry can be structured?
• How can we help others in different ways?
• How do animals adapt to survive in their habitats?
• How can people inspire and influence others?
• How do spelling patterns with variant vowels help us read and spell words?
• How do we know when to add endings to make a word plural?
• How can we tell the difference between homophones in reading and writing?
• How do soft c and g sounds change the way words are spelled and pronounced?
• How does expository text help us learn facts and information?
• How do action verbs show what someone or something is doing?
• How do linking verbs connect the subject to more information?
• How do contractions make writing and speaking more natural?
• Why do we use apostrophes in contractions?
• How do main verbs tell what the subject is or does?
• Why is subject-verb agreement important when using helping verbs?
• What makes a sentence complete and able to stand alone?
• How does a compound sentence connect two complete thoughts?
• What makes a dependent clause different from a complete sentence?
• How do irregular verbs change in the past tense?
• How can I write an expository essay to share facts about a topic and cite sources?
   

Academic Vocabulary
Weeks 1-2

• achievement
• apologized
• attention
• audience
• confidence
• embarrassed
• realized
• talents

Weeks 3-4

• alert
• competition
• environment
• excellent
• prefer
• protection
• related
• shelter

Week 5

• adventurous
• courageous
• extremely
• weird
• free verse
• narrative poem
• repetition 
• rhyme

Skill Vocabulary
Grammar:

• syllable
• metaphor
• quotations
• verb
• linking verb
• pronoun
• contractions
• main verb
• helping verb
• complex sentences
• irregular verbs
• simple sentence
• complex sentence
• subordinating conjunctions

Reading:

• definition
• strategy
• dialogue
• realistic
• illustrations
• plot
• cite
• encyclopedia
• article
• prompt
• perspective
• identify
• characteristics
• compare
• contrast
• heading
• analyze
• topic
• features
• intonation
• tone
• voice
• research
• describe
• Theme
• accuracy
• narrate
• view point
• figurative language
• repetition
• rhyme
• irregular
• rhyme scheme
• message
• details
• clues
• imagery 
• visualize
• title
• expression
• primary sources
• secondary sources
• subject
• image
• essay
• purpose
• focus
• organization
• central idea/main idea
• audience
• evidence
• synthesize
• relevant
• introduction
• strong opening
• draft
• feedback
• peer
• conference    
• revision
• conclusion
• relevant
• task

Genres:

• fiction
• expository
• free verse poetry
• narrative poetry
• haiku

Phonics:

• variant vowels
• plural words
• homophones
• Soft c and g

Essential Question:

• habitat
• inspire

• Written responses in “Respond to Reading”
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5) 
• Selection tests- vocabulary (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
   

PA Core Standards- ELA
Reading Literature / Informational 

• CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences about the text; refer to text to support response. (E03.B-K.1.1.1, E03.A-K.1.1.1)
• CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect. (E03.B-K.1.1.3)
• CC.1.2.3.E Use text features and search tools to locate and interpret information. (E03.B-C.2.1.2)
• CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words or phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. 
• E03.B-V.4.1.1/ E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • a. Use context as a clue to the meaning of a word or phrase.
  • 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).
  • c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• E03.B-V.4.1.2/ E03.A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings.
  • a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
• CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text. (EO3.B-C.3.1.3)
• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (E03.B-C.3.1.1)
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic. (E03.B-C.3.1.2)
• CC.1.2.3.J  / CC.1.3.3.J Acquire and use accurately grade-appropriate conversational, general academic,and domain-specific words and phrases, including those that signal spatial and temporal relationships. 
• CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. (E03.A-V.4.1.1, E03.B-V.4.1.1)
• CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary fiction, non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. (E03.A-K.1.1.2)

Foundational Skills

• CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.
  • Identify and know the meaning of the most common prefixes and derivational suffixes.
  • Decode words with common Latin suffixes.
  • Read grade-appropriate irregularly spelled words.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
  • Read on-level text with purpose and understanding.
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.3.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• CC.1.4.3.B Identify and introduce the topic clearly. (E03.C.1.2.1)
• CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate. (E03.C.1.2.2)
• CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section. (E03.C.1.2.1-4)
• CC.1.4.3.E Choose words and phrases for effect. (E03.D.2.1.1)
• CC.1.4.3.F Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• E03.D.1.1.5 Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
• E03.D.1.1.6 Ensure subject-verb and pronoun-antecedent agreement.
• E03.D.1.2.4 Form and use possessives.
• E03.D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• E03.D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
• CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• CC.1.4.3.U With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 
• CC.1.4.3.V Conduct short research projects that build knowledge about a topic.
• CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• CC.1.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking / Listening

• CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Building Knowledge

• Good citizens help others in different ways.
• We get what we need in a variety of ways.
• Energy is made in a variety of ways.

Word Work

• Compound words are two separate words combined into one word.
• Certain spelling patterns contain inflectional endings (-ed, -ing, s). 
• Certain spelling patterns contain closed syllables VC/CV.
• Certain spelling patterns contain inflectional endings (change y to i).
• Certain spelling patterns contain open syllables, for example, CV.
• Certain spelling patterns contain homophones.
• Affixes are added to a word to change the meaning and part of speech of a word.

Comprehension

• A biography tells the true story of a real person's life written by another person.
• A fairy tale is a made-up story about good and bad magical characters and almost always has a happy ending.
• An argumentative text is a nonfiction text stating the author's opinion on a topic and giving facts and examples to persuade the reader to agree.
• A cause is why something happens, and an effect is what happens.
• The theme is the author's message or lesson in a story.
• Expository text is nonfiction.
• Questioning aids in comprehension.
• Illustrations provide meaning.
• An author's claim is something the author believes to be true.
• Character perspective is what the character thinks/feels about something.
• Author's purpose is to either inform, persuade, or entertain their audience.
• Summarize is to give a brief statement of the main points of a text.
• Text structures authors use to organize and help readers understand a text (compare/contrast, comparison, captions, and timelines). 
• Text features are elements that aid in the understanding of the text.
• Fluency is being able to read a text accurately with appropriate expression at a good pace.
• Context Clues are hints within a text that help the reader understand unfamiliar words.
• Main Idea/Central Idea is the most important point in a text. 
• Responding to reading requires organizing text evidence, paraphrasing and/or citing sources. 
• Collaborative conversations are conversations about grade level texts.
• Poetry uses language to express emotion, idea, and imagery.
• Poetry has a variety of text structures.
• Certain words come from Greek or Latin roots. 

Writing/Conventions

• Complete sentences begin with a capital letter, show a complete thought (have both a subject and a predicate), and end with punctuation.
• Evidence from a text is used to support your claim in writing.
• A singular pronoun replaces a singular noun.
• A plural pronoun must match the word or words it replaces.
• A subject pronoun is used as the subject of a sentence.
• An object pronoun can take the place of an object noun.
• A present-tense verb must agree with its subject pronoun in simple and compound sentences.
• Possessive pronouns take the place of a possessive noun.
• Reflexive pronouns are used when the subject does something for or to itself.
• Some contractions are formed with a pronoun and a verb.
• An apostrophe takes the place of one or more letters in a contraction.
• A simple sentence has one main (independent) clause and can stand alone.
• A compound sentence has two or more independent clauses.
• A dependent clause cannot stand alone as a sentence and is introduced by subordinating conjunctions.
• Different punctuation has different purposes.
• An expository essay in writing gives facts about a topic.
   

• We read and understand different texts to learn about people, events, and ideas.
• Words are made up of parts that help us read, spell, and understand meaning.
• We use grammar and sentence structure to communicate clearly in speaking and writing.
• Writers use complete sentences, descriptive details, and different sentence types to tell clear stories, share opinions, or give information. 

Text Set 1

• Read, understand and use text evidence to respond to a biography.
• Identify a cause-and-effect text structure to help us read and understand a biography. 
• Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• Ask and answer questions to demonstrate understanding of a text. 
• Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
• Identify the author's claim.
• Integrate knowledge and ideas. 
• Use sentence-level context as a clue to the meaning of a word or phrase. 
• Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases. 
• Use captions and timelines to read and understand a biography. 
• Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences. 
• Identify key ideas and details.
• Analyze text, craft, and structure, and compare texts. 
• Use text features and search tools to locate information relevant to a given topic efficiently. 
• Read, understand and summarize a fairy tale.
• Use text evidence to respond to a fairy tale.
• Use events and messages to understand a story’s theme and to read and understand a fairy tale. 
• Describe characters in a story and explain how their actions contribute to the sequence of events.
• Explain different characters’ perspectives. 
• Decode compound words.
• Identify and use words with consonant + le syllables.
• Determine the meaning of a new word formed when a known affix is added (suffixes: -ful, -less and -able).
• Build, write and expand on new vocabulary words. 
• Decode words with closed, open syllables and inflectional endings y to i.
• Identify and use base words in related words. 
• Identify and use singular and plural pronouns. 
• Capitalize I and proper nouns. 
• Write sentences with pronoun-verb agreement. 
• Identify and use possessive pronouns. 
• Read, sort, and spell compound words. 
• Read, sort, and use spelling words with inflectional endings -ed, -ing, and -s. 
• Read, sort, and use spelling words with closed syllables. 
• Take notes to find relevant evidence to answer a prompt.  
• Identify and use primary and secondary sources to research a topic. 
• Synthesize information from three sources. 

Text Set 2

• Read, understand and use text evidence to respond to fairy tales. 
• Ask and answer questions to demonstrate understanding of a text.
• Recount stories, including fables, folktales, and myths from diverse cultures.
• Read grade level prose and poetry orally with accuracy, appropriate phrasing and rate, and automaticity on successive readings. 
• Explain a theme and how it develops, using details, in literary text.
• Explain different characters’ perspectives in a literary text. 
• Write in response to text. 
• Summarize a text to enhance comprehension. 
• Explain the development of an author’s purpose in an informational text. 
• Compare and contrast how authors present information on the same topic or theme. 
• Analyze the author’s word choice. 
• Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 
• Read, understand and use text evidence to respond to expository text. 
• Reread to analyze text, craft and structure to compare texts. 
• Decode multisyllabic words, words with closed syllables and inflectional endings y to i.
• Use knowledge of base words in related words to decode words.
• Use knowledge of suffixes -ful, -ness, and -less to decode words. 
• Use appropriate pronoun-verb agreement.
• Identify and use possessive pronouns correctly. 
• Spell words with closed syllables and inflectional endings y to i. 
• Conduct short research projects that build knowledge about a topic. 
• Identify and apply knowledge of common Greek and Latin base words to determine the meaning of unfamiliar words in grade-level content. 

Text Set 3

• Read, understand and use text evidence to respond to argumentative text. 
• Read and understand argumentative text. 
• Use new vocabulary words to read and understand argumentative text. 
• Use homophones to figure out word meanings. 
• Ask and answer questions and identify an author’s claim to understand argumentative text. 
• Read and understand argumentative text by identifying a cause-and-effect text structure. 
• Reread to analyze craft and structure in argumentative text. 
• Use text evidence to respond to argumentative text. 
• Ask questions to gather information. 
• Use text evidence to respond to argumentative text. 
• Use text features to help us read and understand expository text. 
• Decode words with open syllables.
• Identify and use prefixes and suffixes. 
• Read fluently with accuracy at an appropriate rate. 
• Build and expand on new vocabulary words.
• Use homophones to figure out the meanings of words. 
• Identify and use pronoun-verb contractions.
• Correctly spell contractions and use possessive pronouns.
• Read, sort, and use spelling words with open syllables. 

Writing

• Write an expository essay:
  • Shows clear evidence of writing with the prompt, purpose, and audience in mind.
  • Writing has a logical progression of ideas; begins with a strong introduction and ends with a conclusion.
  • Writers use examples, definitions, quotations from sources, and precise language to express ideas clearly.
  • Use linking words and phrases to connect your ideas. 
  • Demonstrates a strong command of spelling, punctuation, grammar and usage.

• What do good citizens do? 
• How do we get what we need? 
• What are different kinds of energy? 
   

• How can good citizens help others in different ways?
• How do people get what they need in a variety of ways?
• How is energy made and used in different ways?
• How do compound words help us understand and build new words?
• How do inflectional endings change a word’s meaning or tense?
• How can we use syllable patterns like VC/CV and CV to read and spell words?
• How do spelling rules help us change y to i with inflectional endings?
• How can we tell the difference between homophones when reading and writing?
• How do affixes change a word’s meaning or part of speech?
• How does a biography help us learn about a real person’s life?
• What makes a fairy tale different from other types of stories?
• How does an argumentative text try to get the reader to think critically?
• How does understanding cause and effect help us understand a text?
• What is the theme of a story, and how can we find it?
• How do expository texts give us facts and information?
• How do questions help us better understand what we read?
• How do illustrations help us understand a story or text?
• What is an author’s claim, and how can we tell if it’s supported?
• How does a character’s perspective help us understand the story?
• How do we figure out the author’s purpose—to inform, persuade, or entertain?
• How do we summarize a text to show the most important parts?
• How do authors organize texts using different structures?
• How do text features like captions, timelines, and headings help us understand a text?
• What does it mean to read fluently, and why is fluency important?
• How can context clues help us figure out unfamiliar words?
• What is the main idea or central idea of a text, and how do we find it?
• How do we read, understand, and organize grade-level texts?
• How can collaborative conversations help us understand texts better?
• How does poetry use language to show emotion and ideas?
• What are different ways poetry can be structured?
• How do Greek and Latin roots help us understand word meanings? 
• What makes a complete sentence, and why is it important in writing?
• How do we use evidence to support our ideas in writing?
• How do singular and plural pronouns replace nouns correctly?
• How do subject and object pronouns work in a sentence?
• How do present-tense verbs agree with their subject pronouns?
• How do possessive and reflexive pronouns show ownership or reflect back to the subject?
• How do contractions work, and what does the apostrophe replace?
• What is the difference between simple, compound, and complex sentences?
• How does punctuation help readers understand our writing?
• How does expository text help us learn facts and information?
• How can I write an expository essay to share facts about a topic and cite sources?
   

Academic Vocabulary
Weeks 1-2

• citizenship
• continued
• daring
• horrified 
• participate
• proposed
• unfairness
• waver

Weeks 3-4

• admit
• barter
• considered
• creation
• humble
• magnificent
• payment
• reluctantly

Week 5

• energy
• natural
• pollution
• produce
• renewable
• replace
• sources
• traditional

Skill Vocabulary
Grammar:

• prefix
• suffix
• base word
• homophone
• noun 
• singular/plural pronouns
• subject/object pronouns
• pronoun-verb agreement
• possessive pronoun 
• pronoun-verb contractions
• compound words

Reading:

• timeline
• caption
• sidebar
• photograph
• chronology
• author’s claim
• details
• evidence 
• primary source
• secondary source
• prompt 
• examples
• analyze 
• cause/effect 
• structure
• predict
• quote
• features
• define
• narrate
• summarize 
• strategy
• theme
• perspective 
• word choice
• heading 
• formal
• informal
• brainstorm
• cite
• signal words
• accuracy/rate
• compare/contrast
• map
• opinion 
• persuade
• claim

Genres:

• biography
• argumentative

Phonics:

• inflection 
• vowel
• consonant 
• closed syllables
• open syllables 

Essential Question:

• citizens
• needs
• energy 

• Written responses in “Respond to Reading”
• Expository Essay (Scored with Expository Writing Gr. 2/3 (2024) rubric in Schoology)
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5) 
• Selection tests- vocabulary (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)