Ms. Cheek's 

3rd Grade Class

ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: 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. 

ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 

ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ELAGSE3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

ELAGSE3RL4: Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text. 

ELAGSE3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ELAGSE3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 

ELAGSE3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. 

ELAGSE3RL6: Distinguish their own point of view from that of the narrator or those of the characters. 

ELAGSE3RI6: Distinguish their own point of view from that of the author of a text.  Integration of Knowledge and Ideas  Integration of Knowledge and Ideas 

ELAGSE3RL7: 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). 

ELAGSE3RI7: 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). 

ELAGSE3RL8: (Not applicable to literature) 

ELAGSE3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 

ELAGSE3RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). 

ELAGSE3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.  Range of Reading and Level of Text Complexity  Range of Reading and Level of Text Complexity 

ELAGSE3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. 

ELAGSE3RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. 3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) Georgia Department of Education April 15, 2015 • Page 2 of 6  Print Concepts Kindergarten and 1st grade only  Phonological Awareness Kindergarten and 1st grade only  Phonics and Word Recognition 

READING FOUNDATIONAL (RF) 

ELAGSE3RF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words.  Fluency 

ELAGSE3RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled words. 3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) Georgia Department of Education April 15, 2015 • Page 3 of 6  Text Types and Purposes 

WRITING (W) 

ELAGSE3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. 

ELAGSE3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. ELAGSE3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.  Production and Distribution of Writing 

ELAGSE3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade- specific expectations for writing types are defined in standards 1-3 above.) 

ELAGSE3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.) 

ELAGSE3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  Research to Build and Present Knowledge 

ELAGSE3W7: Conduct short research projects that build knowledge about a topic. 

ELAGSE3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELAGSE3W9: (Begins in grade 4)  Range of Writing 

ELAGSE3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) Georgia Department of Education April 15, 2015 • Page 4 of 6  Comprehension and Collaboration 

SPEAKING AND LISTENING (SL) 

ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented,stay on topic, and link their commentsto the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 

ELAGSE3SL2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 

ELAGSE3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.  Presentation of Knowledge and Ideas 

ELAGSE3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 

ELAGSE3SL5: 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. 

ELAGSE3SL6: Speak in complete sentences when appropriate

OPERATIONS AND ALGEBRAIC THINKING (OA) 

CLUSTER #1: REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION. 

MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems can include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.

CLUSTER #2: ADD AND SUBTRACT WITHIN 20. 

MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

CLUSTER #3: WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION. 

MGSE2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

MGSE2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 row

NUMBER AND OPERATIONS IN BASE TEN (NBT) 

CLUSTER #1: UNDERSTAND PLACE VALUE.

MGSE2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens — called a “hundred.”

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MGSE2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and

CLUSTER #2: USE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO ADD AND SUBTRACT.

MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations

MEASUREMENT AND DATA (MD) 

CLUSTER #1: MEASURE AND LENGTHS IN STANDARD UNITS.

MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes

MGSE2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)

MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters

MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

CLUSTER #2: RELATE ADDITION AND SUBTRACTION TO LENGTH. 

MGSE2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

MGSE2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole number sums and differences within 100 on a number line diagram.

CLUSTER #3: WORK WITH TIME AND MONEY. 

MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

CLUSTER #4: REPRESENT AND INTERPRET DATA. 

MGSE2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units.

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

GEOMETRY (G) 

CLUSTER #1: REASON WITH SHAPES AND THEIR ATTRIBUTES.

MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Earth and Space Science 

S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.

Physical Science 

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

Historical Understandings

SS3H1 Describe early American Indian cultures and their development in North America.

SS3H2 Describe European exploration in North America.

SS3H3 Explain the factors that shaped British Colonial America.

Geographic Understandings 

SS3G1 Locate major topographical features on a physical map of the United States

SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe. 

SS3G3 Describe how physical systems affect human systems.

Government/Civic Understandings 

SS3CG1 Describe the elements of representative democracy/republic in the United States.

SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

Economic Understandings

SS3E1 Define and give examples of the four types of productive resources.

SS3E2 Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes.

SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange.

SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice.