Quarter Standard
RI-10 Range of Reading and Level of Text *I can recognize when the text I am
Complexity
By the end of the year, read and comprehend texts, including
history/social studies, science, and technical texts, at the high
end of grades 2-3 text complexity band independently and
proficiently.
3 texts.
RL-9 Integration of Knowledge and Ideas
Compare and contrast themes, settings, and plots of stories
written by the same author about similar characters.
RF-3 Phonics and Word Recognition
Know and apply grade level phonics and word analysis skills in
decoding words. (Prefixes, suffixes, multi-syllable, irregularly
spelled words)
Target Dates Taught Strategies/Activities Resources/Books
reading is too easy or too difficult for
me.
*I can determine reading strategies
that will help me understand difficult
*I can define theme.
*I can define setting.
*I can define plot.
*I can identify themes, settings, and
plots in stories written by the same
author.
*I can compare themes, settings, and
plots in stories written by the same
author.
*I can contrast themes, settings, and
plots in stories written by the same
author.
*I can define and identify prefixes and
suffixes.
*I understand how a prefix or suffix
changes the meaning of the root word.
*I can break apart words into syllable
segments to help me decode words I do
not know.
*I can recognize and read irregularly
spelled words.
W-3 Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and
well-structured event sequences.
W-4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
W-5 Production and Distribution of Writing
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
*I can define narrative text and
describe the basic parts of plot
(introduction, rising action, climax,
falling action, and resolution).
*I can introduce the narrator,
characters, and the events/situation
that starts the story.
*I can sequence the events in my story
so that one event leads to the next.
*I can use a character’s thoughts,
words, feelings, and actions to show how
events happen and how characters
respond to the events.
*I can show changes in time by using
temporal words and phrases.
*I can write a conclusion that provides a
sense of closure.
*I can identify the writing styles that
best fits my task and purpose.
*I can use graphic organizers to develop
my writing ideas.
*I can create a piece of writing that
shows my understanding of a specific
writing style.
*I can use prewriting strategies to
formulate ideas.
*I can recognize that a good piece of
writing requires more than one draft.
*I can revise my writing with help of
others.
*I can edit my writing by checking for
errors in capitalization, punctuation,
spelling, etc.
 *I can prepare a new draft with changes
that strengthens my writing.
W-10 Range of Writing *I can write for long or short periods of
Write routinely over extended time frames and shorter time time depending on my task.
frames for a range of discipline specific tasks, purposes, and
*I can write for a variety of reasons
audiences.
choosing the appropriate structure for
my task, purpose, and audience.
L-1 Conventions or Standard English I can define and explain…
Demonstrate command of the conventions of standard English (look at standard for vocabulary)
grammar and usage when writing and speaking.
A. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs.
B. Form and use regular and irregular plural nouns.
C. Use abstract nouns.
D. Form and use regular and irregular verbs.
E. Form and use the simple verb tenses.
F. Ensure subject-verb and pronoun-antecedent agreement.
G. Form and use comparative and superlative adjectives and
adverbs.
H. Use coordinating and subordinating conjunctions.
I. Produce simple, compound, and complex sentences.

L-2 Conventions of Standard English I can identify works in a title that

Demonstrate command of the conventions of Standard English should and should not be capitalized.
capitalization, punctuation, and spelling when writing.
I can use and form… (see vocabulary
A. Capitalize appropriate word in titles.
B. Use commas in addresses.
under standard)
C. Use commas and quotation marks in dialogue.
D. Form and use possessives.
E. Use conventional spelling for high frequency and other
studied words and for adding suffixes to base words.
F. Use spelling patterns and generalizations in writing
words.
G. Consult reference materials including beginning
dictionaries as needed to check and correct spellings.
L-3 Knowledge of Language I can identify and choose words and
Use knowledge of language and its conventions when writing, phrases for effect or interest.
speaking, reading, or listening.
A. Choose word and phrases for effect.
B. Recognize and observe differences between the
conventions of spoken and written English.

L-4 Vocabulary Acquisition and Use *I can determine the meaning of

Determine or clarify the meaning of unknown and multiple
meaning word and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies.
A. Use sentence-level 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.
C. Use a known root word as a clue to the meaning of an
unknown word with the same root.
D. Use glossaries or beginning dictionaries, both print
and digital, to determine or clarify the precise
meaning of key words and phrases.
unknown words using context clues in a
sentence.
*I can recognize and define common
affixes.
*I can break down unknown words into
units of meaning to determine definition.
*I can determine the meaning of an
unknown word by consulting reference
materials.