Updated Nov 2016
Grade 3 ELA Essential Curriculum Framework
ESTABLISHED GOALS
RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key
details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
RI.3.8 Describe the logical connection between particular
sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
W.3.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
RF.3.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.3.4 Read with sufficient accuracy and fluency to support
comprehension.
Module 1
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
ELA 2: Read, comprehend, and analyze increasingly complex texts and media produced for various
audiences and purposes.
ELA 4: Produce effective writing in which the development, organization, and style are appropriate for
various audiences and purposes.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that What is the structure of the text?
readers use context clues to determine the How does the structure support the authors
meaning of words and phrases. purpose?
texts have an organized and predictable How do the key details support the main
structure. idea?
a texts structure supports the authors Based on the audience and purpose, what is
purpose and main idea. the best structure for the text?
How do effective writers hook and hold their
effective readers use appropriate
strategies to construct meaning. readers attention?
context clues help readers determine the
meaning of words/phrases/concepts.
effective readers determine themes/central
ideas and make connections across
multiple texts.
Acquisition
Students will know Students will be skilled at
structure of informational writing asking and answering text dependent
(description, chronology, comparison, questions.
cause/effect, problem/solution). determining main idea and supporting details.
success criteria for informative writing. determining meaning of words and phrases
that decoding efforts can be confirmed using context.
through word meanings and word order. using text features to locate information.
that context clues, sentence structure and using text structure to describe connection
visual clues can guide self-correction. between sentences and paragraphs.
reading grade-level text with purpose and
understanding.
 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Informative Writing Rubric Informative Writing Task RI3.1, RI3.2, RI3.4, RI3.5, W2)
ELA2 Rubric
ELA4 Rubric
Grade Level Expectancies OTHER EVIDENCE:
F & P Level: N
Fluency target: 79 wcpm Grade 3 3-minute Reading Assessment Fluency Form B/Vocabulary Assessment pg. 52
Fluency rubric
Kahoot assessment
PARCC Reading Evidence Table
PARCC Writing Evidence Table
PARCC Literacy Performance Level Descriptor
PARCC Practice Test Grade 3 Unit 2
PARCC Practice Test Grade 3 Unit 2 - Answer
Key and Standards Alignment
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Summer Olympics Text
Cause and Effect Drought Text
Cause and Effect Seed the Clouds Text
Read Aloud: Finding Someplace by Denise Lewis Patrick
Read Aloud: Thundercake by Patricia Polacco
Read Aloud: The Big Storm by Bruce Hiscock
Read Aloud Text: Ninth Ward (Hurricane Katrina)
A Landforms Adventure (RAZ-Kids)
The Secret of Seasons (RAZ-Kids)
Severe Weather (RAZ-Kids)
Informative Writing Resource Links
Informational Text Structures Presentation
Reading A-Z (Project Based Learning Pack-How can our school be better prepared for severe weather?)
Anchor Text is Severe Weather (types of different weather & how people can prepare)
Also comes with additional resources for students to choose whether it was a helpful resource
Using Pebble Go to introduce Text Features (RI3.5)
Teacher Shared Learning Plans
Inclusive of: Daily Learning Outcome (TG, EQ, EU), Evidence of Learning (Assessment), Procedures (Learning Experiences)

Individual Teachers Learning Plans

Inclusive of: Daily Learning Outcome (TG, EQ, EU), Evidence of Learning (Assessment), Procedures (Learning Experiences)
 Grade 3 ELA Essential Curriculum Framework
ESTABLISHED GOALS
RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL.3.5 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.
RL.3.7 Explain how specific aspects of a texts
illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a
character or setting).
RL.3.9 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).
W.3.3 Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
L.3.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
RF.3.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.3.4 Read with sufficient accuracy and fluency to
support comprehension.
Module 2
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
ELA 2: Read, comprehend, and analyze increasingly complex texts and media produced for various
audiences and purposes.
ELA 4: Produce effective writing in which the development, organization, and style are appropriate for
various audiences and purposes.
UNDERSTANDINGS
Students will understand that
actions have consequences.
texts have an organized and predictable
structure.
a texts structure supports the authors
purpose and main idea.
authors use illustrations to clarify and
extend text meaning.
effective readers use appropriate
strategies to construct meaning.
context clues help readers determine the
meaning of words/phrases/concepts.
effective readers determine
themes/central ideas and make
connections across multiple texts.
Students will know
structure of a story (plot diagram).
theme, setting, plot.
success criteria for narrative writing.
how to use a graphic organizer.
a narrative should include dialogue.
how to read grade-level prose and
poetry orally with accuracy, appropriate
rate, and expression on successive
readings.
that decoding efforts can be confirmed
through word meanings and word order.
that context clues, sentence structure
and visual clues can guide
self-correction.
Meaning
ESSENTIAL QUESTIONS
What is the structure of the text?
How does the structure support the authors
purpose?
Based on the audience and purpose, what is the
best structure for the text?
How do the illustrations support and extend the
meaning of the text?
How do effective writers hook and hold their
readers attention?
How does this theme, setting, or plot
compare/contrast with another storys theme,
setting, or plot?
Acquisition
Students will be skilled at
using graphic organizers to organize information
from multiple texts. (story mountain for fiction)
examining multiple texts by the same author.
analyzing character traits, text illustrations.
comparing/contrasting theme, setting and plot
across multiple texts.
writing a well-developed narrative that includes
dialogue between characters.
reading grade-level text with purpose and
understanding.
identifying and knowing the meanings of the most
common prefixes and derivational suffixes.
decoding words with common Latin suffixes.
 blending sounds and segmented syllables to read
words.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Rubric and Whole Class Data Sheet Fact or Fiction: Teacher Directions, Student Task, V
ideo Link Texts: Two Dave Pilkey texts have
been selected for students to read independently. The first is Dogzilla which is a Lexile level of 720; the
ELA2 Rubric second is Kat Kong which is a Lexile level of 640. The text Dog Breath will be read aloud to students
ELA4 Rubric through the video link provided.

Author Study Task

Author Study Rubric Writing Pilkey Style
Writing Pilkey Style Rubric included with Task Ant & Grasshopper Illustrations
Fable to Readers Theatre Rubric included with Fable to Readers Theatre
Task Assessment for The Fisherman and His Wife (from Achieve the Core RL.3.1, 3.2, 3.3, 3.4, 3.5,
3.7, 3.9)
Brave Irene (Performance Assessment Resource Bank)
PARCC Released Task Literary Analysis: Coyote and Fire & How Big Bear Stuck to the Sky
Grade Level Expectancies OTHER EVIDENCE:
F & P Level: M
Fluency target: 92 wcpm Grade 3 3-minute Reading Assessment Fluency Form A
Fluency rubric
Poetry Task-Shadows (RL3.5, RL3.2, RL3.3): PARCC released item
PARCC Reading Evidence Table ReadWorks.org Stopping by the Woods on a Snowy Evening
PARCC Writing Evidence Table
PARCC Literacy Performance Level Descriptor Folktales Task (PARCC-release: RL3.1, RL3.2, RL3.4, RL3.10)

PARCC Practice Test Grade 3 Unit 1 - Answer PARCC Practice Test Grade 3 Unit 1
Key and Standards Alignment
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Author Study Organizer
Books for author study by Cynthia Rylant
The Relatives Came
Appalachia: The Voices of Sleeping Birds
 Best Wishes
When I Was Young in the Mountains
Fables to Readers Theater Lead-In
Stories Worth Telling Again and Again- lists RL 3.3 as a focus standard and has students examine why stories are handed down across generations and
cultures. Students will compare and contrast the characters and messages in two grandparent books and they will analyze characters traits and motivations in
realistic fiction. The related activities provide interdisciplinary links to geography, art, and narrative writing. (Source: Common Core Curriculum Maps)
MSDE Unit Speaking Of Change The unifying theme of this unit is CHANGE. The essential question, "How do life events change a
person?" will guide the purpose of reading, the examination of text, independent writing, and class discussion.
Massachusetts Unit Realistic Fiction: Stories Matter
Massachusetts Unit Author Study: Cynthia Rylant
Massachusetts Unit: Poetry: The Voices and Images of Our World

Characterization & Text Structure

Better Lesson Characterization Unit (RL3.3)
Better Lesson-Edward Tulane (RL3.3, RL3.5, RL3.2)

Teacher Shared Learning Plans

Inclusive of: Daily Learning Outcome (TG, EQ, EU), Evidence of Learning (Assessment), Procedures (Learning Experiences)
 Grade 3 ELA Essential Curriculum Framework
ESTABLISHED GOALS
RI.3.3 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.
RL.3.3 Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events
RI.3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic.
RL.3.9 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)
W.3.1 Write opinion pieces on topics or texts, supporting
a point of view with reasons.
L.3.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
RF.3.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.3.4 Read with sufficient accuracy and fluency to
support comprehension.
Module 3
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to
ELA 1: Evaluate diverse perspectives constructively, critically, and respectfully.
ELA 3: Engage in research and inquiry to analyze, integrate, and present information, to investigate
claims, and to solve problems.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that How do actions impact events?
actions have consequences. How is evidence used to support reasoning?
respected opinions require support. How can I support the ideas that I contribute?
effective communicators read/listen, think, How can I contribute to an ongoing global
and choose words carefully. conversation?
effective communicators evaluate the What factors shape perspective?
conversation and/or text before they
contribute insight or evidence.
effective readers and communicators
recognize diverse perspectives and
understand how they are shaped.
Acquisition
Students will know Students will be skilled at
structure of informational writing providing evidence/support for opinions.
(description, chronology, comparison, describe a historical figure based on
cause/effect, problem/solution). information gathered from available texts and
structure of a story (plot diagram). cite specific evidence from the text.
success criteria for opinion writing. identifying relationships amongst events.
how to identify significant details within a use text structure to better understand a text.
text. Narrative: plot, characters, setting, theme
characterization. Info: description, chronology,
sequence of events. comparison, cause/effect,
cause and effect (how actions affect events). problem/solution
that decoding efforts can be confirmed comparing/contrasting two texts on same
through word meanings and word order. topic.
that context clues, sentence structure and reading grade-level text with purpose and
visual clues can guide self-correction. understanding.
 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Rubric
ELA1 Rubric
ELA3 Rubric Determination Task
Civil Rights Task
Determination Rubric included with Task (pg 2)
Civil Rights Rubric included with Task (pg 2) Animal Rescue (Performance Assessment Bank)

Biography Project Success Criteria included with Biography Project Choices

Task
Grade Level Expectancies OTHER EVIDENCE:
F & P Level: O
Fluency target: 100 wcpm Grade 3 3-minute Reading Assessment Fluency Form C
Fluency rubric
The Keeping Quilt (RL.3.1, RL.3.3, W.3.1, L.3.3)
PARCC Reading Evidence Table
PARCC Writing Evidence Table
PARCC Literacy Performance Level Descriptor
PARCC Practice Test Grade 3 Unit 3
PARCC Practice Test Grade 3 Unit 3 - Answer
Key and Standards Alignment
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction

Biography Unit from Massachusetts Model Units (RI.3.1, RI.3.2, RI.3.3,RI.3.5, RI.3.6, RI.3.7)
Whose Story Is It? (RI.3.4, RI.3.7, RI.3.8, RI.3.9)
Exploring World Cultures Through Folk Tales (RL3.3, RL3.2, RI3.1, W3.7, W3.8)
MSDE Determination Unit (RI.3.1, RI.3.2, RI.3.3, Ri.3.5, RI.3.8, RL.3.1, RL.3.2, RL.3.3, RL.3.4)-an integrated SS/ELA unit
Biographies from Ducksters.com
Biographies from http://mrnussbaum.com/all-biographies/
Bookroom Resources:
A Three Ancient Communities (level N)
Whaling Community (level O)
Daily Life Around the World (level O)
Three Historical Communities of North America (level P)
Ancas Journey (Shared Reading Text-Reading A-Z)
 Grade 3 ELA Essential Curriculum Framework
Module 4
Stage 1 Desired Results
ESTABLISHED GOALS Transfer
Students will be able to independently use their learning to
RI.3.7 Use information gained from illustrations (e.g.,
ELA 3: Engage in research and inquiry to analyze, integrate, and present information, to investigate
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, claims, and to solve problems.
why, and how key events occur). ELA 5: Challenge, defend, and/or qualify ideas effectively for various audiences and purposes through
writing and discussion.
RI.3.9 Compare and contrast the most important points Meaning
and key details presented in two texts on the same topic.
UNDERSTANDINGS ESSENTIAL QUESTIONS
W.3.2 Write informative/explanatory texts to examine a Students will understand that How do the visual aids support and extend the
topic and convey ideas and information clearly. authors use visuals to clarify and meaning of the text?
extend text meaning. How do effective writers hook and hold their readers
W.3.7 Conduct short research projects that build reading multiple texts allows us to attention?
knowledge about a topic. How does evidence from multiple sources deepen
analyze patterns and draw conclusions.
authors organize their writing for a understanding of a topic?
L.3.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling certain purpose.
when writing. Acquisition
Students will know Students will be skilled at
RF.3.3 Know and apply grade-level phonics and word how to use visual aids to help examining two texts.
analysis skills in decoding words.
comprehend a text. comparing and contrasting the important points
RF.3.4 Read with sufficient accuracy and fluency to how to compare and contrast two texts. presented in two texts by answering text dependent
support comprehension. how to identify specific evidence to questions.
support a main idea in an informational reading grade-level text with purpose and
writing. understanding.
that decoding efforts can be confirmed
through word meanings and word
order.
that context clues, sentence structure
and visual clues can guide
self-correction.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Cornerstone Task: Water T
eacher Directions
Water Task Rubric Texts:

Water: A Vital Resource (FOSS Science Stories: Water, page 17)

ELA3 Rubric Water Conservation (FOSS Science Stories: Water, page 21)
ELA5 Rubric Save Our Water
 Mini Research Project
Mini Research Report Rubric Compare and Contrast Performance Task
Compare and Contrast Performance Rubric included Should Animals Be Kept in Zoos
with Task Comparing and Contrasting Life Cycles

Grade Level Expectancies OTHER EVIDENCE:

F & P Level: P
Lexile Target:740 Grade 3 3-minute Reading Assessment Fluency Form D
Fluency target: 110 wcpm
Fluency rubric

PARCC Reading Evidence Table

PARCC Writing Evidence Table
PARCC Literacy Performance Level Descriptor
Lucy Calkins Information Writing Rubric

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Texts to use with Economics Tie In-Entrepreneurs
Lesson with Text about George Washington Carver and his economic decision making
Spotlight on Milton Hershey
Spotlight on Steve Jobs
What is an Entrepreneur? Lesson with Paired Text
Whos the Boss? Web slideshow featuring seven entrepreneuring kids and links to their online business sites.
Entrepreneurs Short biographies at the Ducksters Education site. Links to learn more about 13 famous entrepreneurs and the characteristics of
entrepreneurs.
NewsEla Text Set Kid Innovators & Entrepreneurs
Texts to use with Economics
What is a Budget? ReadWorks text, 660L
Reading A-Z: Brad Needs a Budget (Level M), Prehistoric Trade, Who Likes Lemonade?( Level Q) The International T-Shirt Challenge (Level S)
NewsEla Text Set-Economics
NewsEla Text Set-consumer Trends
Text Set on Newsela of how animals are helping do jobs

Literary Text/Science Connection:

MSDE Unit Protecting One Another (3-LS4-2)

Texts to Use with Life Cycles:

Reading A-Z: Frogs & Toads (Level M), Giant Insects-Goliath Beetles
Life Cycles (from pklifescience.com)
Plant Life Cycles Reading Passage (from Better Lesson)
 How Animals Become Extinct (from ducksters.com)
Animal Life Cycles (from Study Jams)
Text Set on NewsEla about Birds
NewsEla Text set about Variety of Traits

Standards NOT included (add as Supporting Standards):

RL.3.1, RL.3.2, RL.3.4, RL.3.6, RL.3.8, RI.3.6, W.3.4, W.3.5, W.3.6, W.3.8, W.3.9, L.3.1, L.3.4, L.3.5, L.3.6, SL.3.1-6