All Lessons

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3(6)(B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

RL.3.2 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.

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.OA.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.

(C) Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

3(11)(D)(ii) Edit drafts using standard English conventions, including past, present, and future verb tense.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1.B Provide reasons that support the opinion.

W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1.D Provide a concluding statement or section.

3(11)(A) Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1.B Provide reasons that support the opinion.

W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1.D Provide a concluding statement or section.

3(12)(C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1.I Produce simple, compound, and complex sentences.

3(11)(D)(i) Edit drafts using standard English conventions, including complete simple and compound sentences with subject-verb agreement.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3(9)(D)(iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.

L.3.1.I Produce simple, compound, and complex sentences.

L.3.1.I Produce simple, compound, and complex sentences.

3(11)(D)(i) Edit drafts using standard English conventions, including complete simple and compound sentences with subject-verb agreement.

L.3.1.I Produce simple, compound, and complex sentences.

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3(10)(C) Explain the author's use of print and graphic features to achieve specific purposes.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

3(10)(D) Describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.

L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.*