TULSA PUBLIC SCHOOLS
Reading/Language Arts Pacing Calendar
Grade 3

1st Quarter

Unit 1

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 1.1 Phonics/decoding: Apply sound-symbol relationships to decode words: Phonetic analysis: Apply knowledge of phonetic analysis to decode unknown words (e.g., common letter/sound relationships, consonants, blends, digraphs, vowels, and diphthongs)
• 1.2 Phonics/decoding: Apply sound-symbol relationships to decode words: Structural analysis: Apply knowledge of structural analysis to decode unknown words (e.g., syllabication rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllables)
• 1.3 Phonics/decoding: Apply sound-symbol relationships to decode words: Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words)
• 2.1 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Words in context: Use context clues (the meaning of the text around the word) to determine the meaning of grade-level appropriate words.
• 4.1b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose reading
• 4.1c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Recall major points in a text and revise predictions about what is read.

Unit 2

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 2.3 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Synonyms, antonyms, and homonyms: Determine the meanings of words using knowledge of synonyms, antonyms, homonyms, and multiple meaning words
• 4.1d Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Show understanding by asking questions and supporting answers with literal information from the text
• 4.4b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Distinguish between fact and opinion in nonfiction text)
• 6.1d Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Use the title page, table of contents, glossary, chapter headings, and index to locate information
• 6.1e Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Use text formats as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italic

Grade 3 Pacing Calendar/Non-Tested Items
Language Arts

First Quarter

Reading/Literature:  The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts

Standard 3:  Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

• 1.  Read regularly in independent-level texts (texts in which no more than 1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate rate, change in voice, and expression.
• 5.  Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with appropriate phrasing as a guide to understanding meaning.

Standard 4:  Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

• 1.  Inferences and Interpretation
  • c.  Participate in creative response to text (e.g., art, drama, and oral presentation.

Writing/Grammar/Usage and Mechanics:  The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 1:  Writing Process - The student will use the writing process to write coherently.

• 1.   Use a variety of prewriting activities such as brainstorming, clustering, illustrating, and webbing.
• 1.  Compose first drafts.

Standard 2:  Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.

• 5.  Write simple poems.

Standard 3:  Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

• 1.  Grammar/Usage:  Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
  • a. Singular and plural forms of nouns
  • b. Common and proper nouns
  • e. Present, past, and future tense verbs
  • h. Subject-verb agreement
• 3.  Punctuation:  Students are expected to demonstrate appropriate punctuation in writing.
  • c. Question marks
• 4.  Sentence Structure:  The student will demonstrate appropriate sentence structure in writing.
  Example:  Write correctly the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with final punctuation.
• 5. Spelling:  Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
  • b. Spell phonetically regular multisyllabic words, contractions, and compounds.

Oral Language/Listening and Speaking:  The student will demonstrate thinking skills in listening and speaking.

Standard 1:  Listening:  The student will listen for information and for pleasure.

• 2.  Listen actively for pleasure and respond appropriately.

Standard 2:  Speaking - The student will express ideas and opinions in group or individual situations.

• 2.  Make brief narrative (story) presentations that:
  • a.  provide a context for an event that is the subject of the presentation.
  • b.  provide insight into why the selected event should be of interest to the audience.
• 3.  Plan and present dramatic interpretations of experiences, stories, poems, or plays.

Standard 3:  Group Interaction - The student will use effective communication strategies in pairs and small group context.

• 1.  Show respect and consideration for others in verbal and physical communication.

Standard 1:  Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers represent meaning.

• 1.  Distinguish fact, opinion, and fiction in print and non-print media in literature and advertising.

Standard 2:  Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages.

• 3.  Listen to, view, or read stories which tell of characters in American and other cultures.

Standard 3:  Compose Visual Messages - The student will create a visual message that effectively communicates an idea.

• Example:  Create visual messages to communicate ideas (e.g., developing a product advertisement, creating cartoons to share information, or designing book posters.

2nd Quarter

Unit 3

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 2.2 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Affixes: Use prefixes (for example: Un-, pre-, bi-, mis-, dis-, en-, in-, im-, ir-), suffixes (for example: -er, -est, -ful, -ness, -ing, -ish, -less), and roots to determine the meaning of words.
• 4.5b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Monitoring and correction strategies: Predict, monitor, and crosscheck using semantic, syntactic, and graphophonic cues
• 5.1a Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary genres: Demonstrate knowledge of an appreciation for various forms (genres) of literature: Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales and fables)
• 5.1b Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary genres: Demonstrate knowledge of and appreciation for various forms (genres) of literature: Read, understand, and discuss a variety of genres
• 5.3 Literature: Read to construct meaning and respond to a wide variety of literary forms: Figurative language and sound devices: Identify figurative language and sound devices in writing and how they affect the development of a literary work

Unit 4

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 2.4 Vocabulary: Develop and expand knowledge of words and word meanings to increase vocabulary: Using resource materials: Use word reference materials (glossary, dictionary, thesaurus) to determine the meaning and pronunciation of unknown words
• 6.1a Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Alphabetize to the third letter
• 6.1b Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Use guide words to locate words in dictionaries and topics in encyclopedias
• 6.1c Research and information: Conduct research and organize information: Accessing information: Select the best source for a given purpose: Access information from charts, maps, graphs, schedules, directions, and diagrams
• 6.2b Research and information: Conduct research and organize information: Interpreting information: Analyze and evaluate information from a variety of sources: Locate, organize, and synthesize information from a variety of print and nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet)

Grade 3 Pacing Calendar/Non-tested Objectives
Language Arts

Second Quarter

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 3:  Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

• 2.  Read regularly in instructional-level texts that are challenging yet manageable (texts in which no more that 1 in 10 words is difficult for the reader; a “typical” third grader reads approximately 85 words per minute).

Standard 4:  Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

• 5.  Monitoring and Correction Strategies
  • c. Clarify meaning by rereading, questioning, and modifying predictions

Standard 6:  Research and Information - The student will conduct research and organize information.

• 2.  Interpreting Information - The student will analyze and evaluate information from a variety of sources.
  • a.   Begin the research process by selecting a topic, formulating questions, and identifying key words.

Writing/Grammar/Usage and Mechanics:  The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 1:  Writing Process - The student will use the writing process to write coherently.

• 3.  Revise selected drafts, changing or adding details and vivid words.
• 4.  Proofread/edit writing with peers or teacher.

Standard 2:  Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.

• 1.  Communicate through a variety of written forms for various audiences and purposes to inform, entertain, instruct, describe, and to reflect.
• 2.  Write simple narrative, descriptive, and persuasive paragraphs.
• 6.  Write narratives (stories) that:
  • a.  provide a context within which an action occurs.
  • c.  provide a clear beginning, middle, and end that includes details that develop around a central idea.

Standard 3:  Grammar/Usage and Mechanics -The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

• 1.  Grammar/Usage:  Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
  • c. Singular and plural possessive nouns
  • f.  Regular, irregular, and helping verbs
• 3.  Punctuation:  Students are expected to demonstrate appropriate punctuation in writing.
  • a.  Periods in abbreviations and sentence endings

Oral Language/Listening and Speaking:  The student will demonstrate thinking skills in listening and speaking.

Standard 2:  Speaking - The student will express ideas and opinions in group or individual situations.

• 1.  Speak articulately and audibly using appropriate grammar, enunciation, and volume.
• 6.  Provide a clear beginning, middle, and end when making oral presentations and include details that develop a central idea.

3rd Quarter

Unit 5

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 4.1a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Literal understanding: Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for the second half of third grade
• 4.2b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Inferences and interpretation: Interpret text, including lessons or morals depicted in fairytales, fables, etc., and draw conclusions from evidence presented in the text
• 4.3b Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Make generalizations about a text (e.g., theme of a story or main idea of an informational text)
• 4.4a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Analyze characters including their traits, relationships, feelings, and changes in text
• 5.2a Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts
• 5.2b Literature: Read to construct meaning and respond to a wide variety of literary forms: Literary elements: Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work: Recognize themes that occur across literary works

Unit 6

READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS

• 4.2a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Inferences and interpretation: Make inferences by connecting prior knowledge and experience with information from the text
• 4.3a Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction
• 4.3c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Summary and generalization: Produce summaries of text selections
• 4.4c Comprehension/critical literacy: Interact with the words and concepts in a text to construct an appropriate meaning: Analysis and evaluation: Analyze the causes, motivations, sequences, and results of events from a text
• 6.2d Research and information: Conduct research and organize information: Interpreting information: Analyze and evaluate information from a variety of sources: Use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive, as well as multiple choice, true/false, and short answer

Grade 3 Pacing Calendar/Non-tested Objectives

Language Arts

Reading/Literature:  The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Third Quarter

Standard 3:  Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

• 3.  Engage in repeated readings of the same text to increase fluency.

Standard 4:  Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

• 5.  Monitoring and Correction Strategies
  • a.  Monitor own reading and modify strategies as needed (e.g., recognize when he or she is confused by a section of text, questions whether the text makes sense)

Standard 6:  Research and Information - The student will conduct research and organize information.

• 2.  Interpreting Information - The student will analyze and evaluate information from a variety of sources.
  • c.  Compile information into summaries of information.

Writing/Grammar/Usage and Mechanics:  The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 2:  Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.

• 3.  Write descriptive pieces about people, places, things, or experiences that:
  • a.  develop a main idea.
  • b.  use details to support the main idea.
• 6.  Write narratives (stories) that:
  • b.  include details that develop the plot.

Standard 3:  Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

• 1.  Grammar/Usage:  Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions correctly in their writing.
  • d.  Subject, object, and possessive pronouns
  • g.  Past participle of verbs
  • i.  Descriptive, comparative, and superlative adjectives
• 5.  Spelling:  Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
  • a.  Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., bat + ed = batted), changing the ending of a word from –y to –ies when forming the plural (e.g., carry = carries), and common homophones (e.g., hair/hare).
  • d.  Spell words ending in –tion and –sion correctly.

Oral Language/Listening and Speaking:  The student will demonstrate thinking skills in listening and speaking

Standard 1:  Listening:  The student will listen for information and pleasure.

• 1.  Listen critically for information and incorporate the information into other activities. 

Standard 3:  Group Interaction - The student will use effective communication strategies in pairs and small group context.

• 2.  Demonstrate thinking skills in listening, speaking, reading, and writing.  For example, students are expected to gather information, organize and analyze it, and generate a simple written or oral report.

Visual Literacy:  The student will interpret, evaluate, and compose visual messages.

Standard 1:  Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

• 2.  Interpret and describe important events and ideas gathered from maps, charts, and graphics.

Grade 3 Pacing Calendar/Non-tested Objectives
Language Arts

Fourth Quarter

Reading/Literature:  The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 3:  Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

• 4.  Accurately and fluently read 300-400 high frequency and/or irregularly spelled words in meaningful texts.

Writing/Grammar/Usage and Mechanics:  The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 2:  Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.

• 4.  Write personal, persuasive, and formal letters, thank-you notes, and invitations including the date, greeting, body, closing, and signature.
• 7.  Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting. 

Standard 3:  Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

• 2.  Mechanics:  Students are expected to demonstrate appropriate language mechanics in writing.
  • Example:  Capitalize correctly geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations.
• 3.  Punctuation:  Students are expected to demonstrate appropriate punctuation in writing.
  • c.  Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter.
  • d.  Apostrophes in contractions and possessives.
  • e.  Colon in notation of time, formal letter writing, and the introduction of words or concepts in a series (e.g., bring the following supplies: glue, paper, scissors).
• 5.  Spelling:  Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
  • c.  Increase the number of high frequency words spelled correctly.
  • e.  Use various sources of materials to check and correct spelling.
• 6.  Handwriting:  Students are expected to demonstrate appropriate handwriting in the writing process.
  • Example:  Use handwriting/penmanship to copy and/or compose text using correct formation and spacing of letters in manuscript and cursive.

Oral Language/Listening and Speaking:  The student will demonstrate thinking skills in listening and speaking.

Standard 2:  Speaking - The student will express ideas and opinions in group or individual situations.

• 2.  Make brief narrative (story) presentations that:
  • c.  include will-chosen details to develop characters, setting, and plot.
• 4.  Organize ideas chronologically (in the order they happened) or around major points of information.
• 5.  Use clear and specific vocabulary to communicate ideas and establish to tone of the message.

Visual Literacy:  The student will interpret, evaluate, and compose visual messages.

Standard 1:  Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

• 1.  Distinguish fact, opinion, and fiction in print and non-print media in literature and advertising.

Standard 2:  Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages.

• 2.  Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

Revised 8/18/06

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