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Third Grade Writing Mapping
Week 1
  • I can identify a noun as a person, place, or thing in a sentence.
  • I can identify a noun and explain its use in a sentence.
  • I can identify abstract nouns in a sentence.
  • I can identify abstract nouns in a sentence.
Week 2
  • I can use abstract nouns in a sentence.
  • I can write a sentence, using common and proper nouns.
  • I can change a singular noun to plural noun, by adding –s.
  • I can make nouns plural by adding –es.
Week 3
·         I can make nouns plural by changing the y to an I and adding –es.
·         I can make nouns plural by changing the y to an I and adding –es.
·         I can use irregular nouns correctly.
·         I can use irregular nouns correctly.
Week 4
·         I can form possessive nouns.
·         I can identify singular pronouns in a sentence.
Week 5
·         I can use the correct plural pronoun in a sentence.
·         I can use the correct possessive pronouns in a sentence.
·         I can use the correct reflexive pronoun in a sentence (myself, herself, ourselves, etc.).
·         Learner Check
Week 6
·         I can identify an action verb in a sentence.
·         I can use subject-verb agreement to write simple and compound sentences.
·         I can use vivid verbs in a sentence.
·         I can identify a verb as past, present, or future tense.
·         I can write regular and irregular verbs as past, present, or future tense.
Week 7
·         I can identify adverbs in a sentence.
·          I can write sentences using adverbs
·         I can compare comparative and superlative adverbs in sentences.
FALL BREAK
 
Week 8
·         Review verbs and adverbs
·         I can write a brochure about my community.
·         Learner Check
·         I can write a brochure to inform others about my community.
·         I can write a brochure to inform others about my community.
·         I can write a brochure to inform other about my community and present it orally to the class.
Week 9
·         I can identify adjectives in a sentence.
·         I can identify adjectives in a sentence.
·         I can a complex sentence using adjectives.
·         I can use adjectives to describe “how many”, “what kind”, and adjectives that compare. (strong, stronger, strongest)
·         I can use adjectives to write descriptively.
Week 10
·         I can use correct punctuation at the end of a sentence.
·         I can understand a paragraph begins with a topic sentence.
·         I can read a paragraph and identify the topic.
·         I can use correct punctuation at the end of a sentence.
·         I can write a simple paragraph using a topic sentence with 3 supporting details.
Week 11 (Science Content/Animals)
·         I can use a paragraph to introduce a topic and group related information together using 3 supporting details.
·         I can add transitions and linking words to connect ideas in my paragraph.
·         I can develop an informative paragraph with facts, definitions, and details about 1 topic.
·         I can develop an informative paragraph with facts, definitions, and details about 1 topic.
·         I can provide a concluding statement for my paragraph.
·         Learner Check
Week 12
·         I can write a simple paragraph using a topic sentence with 3 supporting details.
·         I can use a paragraph to introduce a topic and group related information together using 3 supporting details.
Week 13
·         I can choose to write a folktale, fable, or myth.
·         I can develop the characters and setting for the story I choose to write.
·         I can develop the plot for the story I choose to write.
·         I can develop the plot for the story I choose to write.
Week 14
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
·         No School
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
Week 15
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
Week 16
·         Thanksgiving writing pieces
·         No School
 
Week 17
·         I can identify the parts of a friendly letter.
·         I can use capitalization and punctuation correctly in a friendly letter.
·         I can write a friendly letter, using correct parts and format.
·         I can label an envelope, using commas correctly in the address.
Week 18
·         I can write a persuasive letter.
·         I can use the writing process in my writing.
CHRISTMAS BREAK
Week 19 (Personal Narrative)
·         I can use correct punctuation and dialogue.
·         I can use correct punctuation and dialogue for actions, thoughts, and feelings.
·         I can establish a situation to write a personal narrative.
·         I can write a personal narrative, with descriptive details about my real-life experiences.
·         I can use correct punctuation in dialogue.
Week 20 (Personal Narrative)
·         I can write a personal narrative with descriptive details and clear event sequences.
·         I can add transitions and linking words to connect ideas in my paragraph.
·         I can provide a sense of closure at the end of my personal narrative.
Week 21(Informative Piece/Feature Article
·         I can understand the form on of an informative article and take notes to help me remember the important facts from the article.
·         I can choose a topic for my informative article to research.
·         I can develop my topic with facts, definitions, and details.
Week 22
·         I can develop my topic with facts, definitions, and details.
·         I can add a concluding paragraph to the end of my informative article.
·         I can report on my topic orally, speaking clearly and at an understandable pace.
Week 23(Persuasive Article/Opinion Piece)
·         I can understand the form of an opinion piece and take notes to help me remember the supporting point of view with reasons.
·         I can compare and contrast the most important points presented by two texts on the same topic.
 
Week 24
·         I can choose to introduce the topic, by stating an opinion about that topic.
·         I can create and organizational structure that lists the reasons that support the opinion.
·         I can create an organizational structure that lists the reasons that support the opinion.
Week 25
·         I can use transitions and linking words (because, therefore, since, for example, etc.).
·         I can add a concluding paragraph to my opinion piece.
·         I can report my topic orally, speaking clearly and at an understandable pace.
Week 26(Cause and Effect/How-to Piece and/or Historical Events-Teacher chooses the piece.
·         I can understand the form of a How-to writing piece and answer questions about the steps.
·         I can explain the importance of listing the steps in order, when writing a How-to piece.
·         I can choose and introduce a topic for my How-to piece.
·         I can write the steps in order in my How-to writing piece.
Week 27
·         I can write the steps in order in my How-to writing piece.
·         I can use transitions and linking words.
·         I can add a concluding sentence to my How-to piece.
·         I can follow steps to produce a product in a How-to writing piece.
Week 28
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 29(Science)
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 30
·          I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
SPRING BREAK
Week 32
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 33
·         Use technology to revise, edit, and publish writing, as time allows (collaborate with others to conference writing pieces).
 
Third Grade Language Arts Mapping
Week 1 August 13-17
  • I can come to a discussion prepared, having read and studied the material or other information about the topic.
  • I can follow the agreed upon rules for group discussions.
  • I can ask questions to check understanding, stay on topic, and respectfully make comments about other’s ideas.
  • I can explain my own ideas and understandings about a topic.
Week 2 August 20-24
  • I can identify characters in a story.
  • I can identify characters and their traits in a story.
  • I can describe charter’s feelings, emotions, and movitivations in a story.
  • I can interpret and explain charter’s traits.
Week 3 August 27-31
  • I can identify and describe the setting in a story.
Week 4 September 3-7
  • I can identify the beginning, middle, and end of a story.
  • I can identify the important events in a story.
  • I can identify the important events in a story in correct order, using time order words.
  • I can explain how a character’s actions contribute to the sequence of events.
Week 5 September 10-14
  • I can understand that every story has a plot that contains a problem.
  • I can identify the problem in a story.
  • I can understand that every story has a plot that contains a solution.
  • I can identify the solution in a story.
Week 6 September 17-21
  • I can identify the theme of a story.
Week 7 September 24-28
  • I can explain how illustrations help understand the characters and setting of the story.
  • I can identify the mood of a story.
  •  I can explain how illustrations help to understand the mood of a story.
  • Learner Check
Week 8 October 8-12
  • I can identify the main idea of a story.
  • I can identify the main idea of a story and give 3 supporting details of a story.
  • I can identify the main idea of a story and give 3 supporting details of a story.
  • I can explain how the key details support the main idea of a story or text.
Week 9 October 15-19
  • I can use the main ideas and supporting details from a story to write a summary
  • Learner Check
Week 10 October 22-26
  • I can use characters, setting, plot, and theme to analyze the novel Sarah, Plain and Tall.
Week 11 October 29-November 2
  • I can use characters, setting, plot, and theme to analyze the novel Sarah, Plain and Tall.
  • Sarah, Plain and Tall Learner Check
Week 12 November
  • I can compare and contrast the characters in the stories written by the same author about the same or similar characters.
  • I can compare and contrast the setting in stories written by the same author about the same or similar settings.
Week 13 November 12-16
  • I can compare and contrast the plot in stories written by the same author about the same or similar plots.
  • I can compare and contrast the themes in stories written by the same author about the same or similar themes.
  • Learner Check over Skylark
Week 14 November 19-20
  • I can express my understanding of text through art, music, and drama (performance tasks-rotate rooms).
Week 15 November 26-30
  • I can explain what an inference is as I read a story and connect it to my own experiences.
  • I can use inferencing to investigate characters and settings.
Week 16 December 3-7
 
Week 17 December 10-14
  • I can put a list of words in alphabetical order.
  • I can put a list of words in alphabetical order.
  • I can use ABC order to locate words in the dictionary or glossary.
  • I can use guide words to locate a word in the dictionary or glossary.
Christmas Break
Week 18 January 3-4
  • I can use context clues to figure out the meanings of unknown words.
  • I can use context clues to figure out the meanings of unknown words in various texts.
Week 19 January 7-11
  • I can identify synonyms.
  • I can use synonyms to understand unknown words.
  • I can identify antonyms.
  • I can use antonyms to understand unknown words.
Week 20 January 14-18 (Social Studies)
  • I can use bolded words, as a text feature, to help locate important information.
  • I can use key words and fun facts, as a text feature, to help locate important information.
  • I can use photographs and captions, as a text feature, to help locate important information.
  • I can use maps, as a text feature, to help locate important information.
Week 21 January 21-25 (Science)
  • I can use bolded words, as a text feature, to help locate important information.
  • I can use key words and fun facts, as a text feature, to help locate important information.
  • I can use photographs and captions, as a text feature, to help locate important information.
  • Learner Check
Week 22 January 28-February 1
  • I can identify the author’s purpose in a story or article. (Real-World Text)
Week 23 February 4-8
  • I can identify the author’s point of view in a story or article.
  • I can identify the author’s point of view in a story or article
  •  I can identify the author’s point of view in a story or article.
  • Learner Check (Embedded)
Week 24 February 11-15
  • I can identify facts and opinions in reading selections.
  • I can identify and determine an opinion about the text and give reasons that support the opinion.
  • I can explain the difference between fact and opinion using support from the text.
Week 25 February 18-22
  • I can identify the cause and effect while reading informational text.
  • I can identify the cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
 
Week 26 February 25-March 1
  • I can identify the cause and effect while reading informational text.
  • I can identify the cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
  • Learner Check
Week 27 March 4-8
  • I can identify a fable and explain the key elements found in all fables.
  • I can identify a fable and explain the key elements found in all fables.
  • I can identify a myth and explain the key elements found in all myths.
  • I can identify a myth and explain the key elements found in all myths.
Week 28 March 11-15
  • I can identify a folktale and explain the key elements found in all folktales.
  • I can identify a folktale and explain the key elements found in all folktales.
  • I can identify a legend and explain the key elements found in all legends.
  • Learner Check
Week 29 March 18-22
  • I can identify literal and non-literal words and phrases in a text (idioms, similes, metaphors).
Week 30 March 25-29
  • I can understand a poem written in stanzas.
  • I can explain how stanzas in a poem are connected to one another.
  • I can choose a poem and recite it fluently, with appropriate voice and tone.
  • Learner Check
Spring Break
Week 31 April 8-12
  • I can identify the root or base of the word.
  • I can identify prefixes in a word.
  • I can identify and know the meaning of most common prefixes.
  • I can identify the prefix in a word, and use it to explain the word’s meaning.
Week 32 April 15-19
  • I can identify suffixes in a word.
  • I can identify and know the meaning of most common suffixes and use them to explain word meanings.
  • I can identify the suffix in a word and use it to explain the word’s meaning.
  • Learner Check
Third Grade Mathematics Mapping
Daily Calendar Skills
·         Date (days of the week, months, etc.)
·         Patterns (number and picture)
·         Skip Counting (5,10, 100, to 1,000)
·         Number Line
·         Even and Odd Numbers
·         Place Value
·         Add/sub sums within 20 using mental strategies
·         Counting money/giving change
·         Temperature
·         Time to the hour, half hour, quarter hour, 5 min, and 1 minutes
·         Daily Word Problem
·         Using a Calculator
·         Multiplication Facts 1’s, 2’s, 3’s, 4’s and 5’s.
·         Graphing

August 6th -10 – Procedures
·         I can review the multiplication facts of 1’s, 2’s, 3’s, 4’s, and 5’s.
 
Week 1
(Week of August 13-17)
·         I can identify the ones, tens, and hundreds place.
·         I can use base ten blocks to make a number up to 999.
·         I can count to 10,000.
·         I can use base-ten blocks and a place value chart to read, write, and make numbers up to 10,000.
Week 2    August 20-24
·         I can use base-ten blocks and a place value chart to read, write, and make numbers up to 10, 0000.
·         I can use base ten blocks to compare and order numbers.
·         I can use place value to compare and order numbers.
·         I can use patterns to find missing digits in a number. (Use the guess and check strategy)
 
Week 3 August 27- 31
·         I can review place value. (Learner Check)
·         Learner Check #1
·         I can fluently add a four- digit number without regrouping. (Be able to explain strategies used.)
·         I can add sums up to 100 using a number line. (A sum is an answer to an addition problem.)
 
Week 4 September 4-7
·         I can round numbers to the nearest 10. (Using a number line.)(Rounding a number means to find the closest 10 to a given number.)
·         I can round numbers to the nearest 100. (Using a number line.)(Rounding a number means to find the closest 100 to a given number.
·         I can round numbers to estimate sums and differences. (Estimate means to find a number closest to the exact number.)
·         I can review rounding and estimating. Learner Check #2
 
Week 5 September 10 – 14
 
·         I can add 4 digit numbers with regrouping in the 100’s place.
·         I can add 4 digit numbers with regrouping in the 1’s, 10’s and 100’s place.
·         I can explain how to add with regrouping of 4 digit numbers in the 1’s, 10’s, and 100’s place.
·         I can solve story problems using addition with regrouping.
 
Week 6 September 17-21
 
·         I can review regrouping of addition. 
·         Learner Check #3.
·         I can explain and show what an addend is and also what the sum is.
·         I can use the commutative property of addition. (2 + 4 = 4+ 2) 6=6   (Changing the order of the addends does not change the sum.)
 
Week 7 September 24-28
·         I can use the associative property of addition. (4 + 3) 5 =4 + (3+5). Changing the grouping of addends does not change the sum.
·         I can use the identity property of addition. (0 + ___ = 23. ) The addend is 0. The sum is 23.
·         I can solve story problems using the associative, commutative, and or identity property of addition.
·         I can review properties of addition. Learner Check #4
 
Week 8 October 8-12
·         I can subtract four digit numbers without regrouping.
·         I can subtract four digit numbers with regrouping in 100 and 1,000’s.
·         I can subtract four digit numbers with regrouping in 1, 10,100, and 1,000’s.
·         I can subtract across zeroes using base ten blocks.
·         I can write subtraction number sentences.
 
Week 9 October 15-19
 
·         I can solve real world subtraction number sentences.
·         I can solve story problems using subtraction with regrouping.
·         I can review subtraction with regrouping.
·         Learner Check #5
·         Cumulative 9 Week Learner Check
 
Week 10 October 22-26
 
·         I can use bar models to solve real world addition and subtraction problems. (A bar model is made of horizontal bars used to represent parts and wholes in a problem.)
·         I can use inferences to solve math problems and continue to use bar models to solve real world addition and subtraction problems.
·         I can draw pictures to help solve math problems.
·         I can answer constructed response questions correctly using strategies of addition and subtraction.
·         I can review regrouping of addition and subtraction through 1,000. Learner Check #6.
 
Week 11 October 29 – November 2 (Halloween)
·         I can round a number to estimate sums and differences in problems. (An estimate is a number close to the exact answer.)
·         I can decide if I need an exact answer or an estimate to solve an addition or subtraction problem.
·         I can find an estimate first, and then the exact answer in an addition or subtraction problem and compare the results.
·         I can add and subtract with an unknown quantity. (What is the missing number?)
·         I can review estimation of sums and differences. Learner Check #7.
 
 
Week 12 November 5-9
·         I can identify the parts of a multiplication sentence. (Factor and Product)
·         I can use skip count on a number to solve multiplication problems.
·         I can use dot paper (an array) to solve multiplication problems.
·         I can use repeated addition to solve multiplication problems.
 
Week 13 November 12-16
·         I can write an addition sentence and a multiplication sentence to match a story problem. (Story problems)
·         I can practice multiplication facts of 6 using array models and using a multiplication table.
·         I can practice multiplication facts of 7 using area models and using a multiplication table.
·         I can practice multiplication facts of 8 using number lines and area models using a multiplication table.
·         I can practice multiplication facts of 9 using array models and area models, doubling, and skip counting using a number line and a multiplication table.
Week 14 November 19, 20
·         I can review multiplication facts through 9.
·         Learner Check #8
 
Thanksgiving Break
 
Week 15 November 26-30 (Multiplication Timed Test)
·         I can use a table to show multiplication patterns when solving a story problem. (What is a table?)
·         I can use the rule to find a missing number or continue a multiplication pattern.
·         I can use the rule to check the numbers in the table of any story problem given.
·         I can solve multiplication word problems using key phrases to help solve the problem.
·         I can show (how many in all), means you need to find the product. (Using bar models, pictures, and symbols to represent the multiplication sentence.)
·         Learner Check #9
 
Week 16 December 3-7
·         I can use the commutative property of multiplication when solving multiplication properties. (When solving multiplication problems.) (2 days)
·         I can use the distributive property of multiplication when solving multiplication problems. (Multiplying a sum by a factor is the same as multiplying each addend by the factor and adding the products.) ( 2 days)4 x 8
                                                                           4 x (5+3)
                                                                          (4x5) = (4x3)
                                                                          20 + 12 = 32
·         I can find the missing number, find the product, and find what number belongs in the square.
 
Week 17 December 10-14
·         I can multiply by multiples of 10. (All numbers that end with 0 are multiples of 10)
·         I can use models, multiplication facts, basic fact, mental math, and place value to multiply by multiples of 10.
·         I can multiply 3 factors to find a product.
·         I can use the associative property of multiplication and use models to find the product.
·         I can review multiplication properties, multiply multiples of ten, and multiply 3 factors to find a product.
 
Week 18 December 17, 18
·         Learner Check #9
·         Cumulative Review of Grade 3 Content
 
Winter Break
 
Week 19 January 2, 2013 -4, 2013
 
·         I can identify the parts of a division sentence and use division to find the number of equal groups or the number in each equal group.
·         I can find the quotient by drawing a picture.
·         I can use repeated subtraction to find the quotient.
 
Week 20 January 7-11
·         I can use an array to find the number of equal groups to solve a division problem.
·         I can count the number of squares, rows, and squares in each row to write a division fact.
·         I can use a multiplication fact to solve a division fact, or a division fact to solve a multiplication fact. (Inverse Operations, or Opposites)
·         I can use multiplication-division to create a fact family using 3 digits. (Strategies: draw arrays, use pictures to solve)
·         I can find the missing number using multiplication or division to make the given sentence true. 
Week 21 January 14-17
·         I can use strategies to solve division problems and learn basic division facts. (Use a related division or multiplication fact, use a multiplication table, skip count backward,
use repeated subtraction, make a model.) (2 days)
·         I can review the strategies to solve division problems.
·         Learner Check #10
 
Week 22 January 22-25
·         I can identify the numerator and denominator in a fraction and show that a fraction names part of a whole.
·         I can show the number of equal parts of a whole using a model and show the number of shaded parts to write the given fraction.
·         I can use a number line to locate parts of a whole. (Find how many equal parts the number line is divided into to find the denominator and the numerator.) (2 days)
 
Week 23 January 28 – February 1
·         I can draw a picture as a model, to show that fractions are a part of a whole.
·         I can use a number line to show parts of a whole when adding and subtracting like fractions. ( 4/7 + 1/7 = 5/7)
·         I can identify fractions that have different numerators and denominators and have the same value. (Equivalent fractions)
·         I can use fraction strips to find equivalent fractions.
·         I can use a number line to find equivalent fractions.
 
Week 24 February 4-8
·         I can use models and number lines to compare fractions while using the greater than, less than, or equal to symbol to compare.
·         I can use fractions strips, or fraction circles to compare fractions
·         I can use a number line, fraction circles and fraction strips to compare fractions.
·         Review of fractions.
·         Learner Check #11
 
Week 25 February 11-15 (Valentines Week)
·         I can use an analog clock to tell and measure time. (The short hand points to the hour and the long hand points to the minute.)
·         I can tell and write time to the nearest minute.
·         I can tell and write time and measure time intervals in minutes. (Elapsed time, A.M., P.M.)
·         I can use an analog clock and skip count by fives to solve word problems.
·         I can solve word problems using addition or subtraction of time intervals in minutes.
 
Week 26 February 19-22
·         I can use a number line to find the time difference, to solve word problems. (2 days)
·         Review of time.
·         Learner Check #12
 
Week 27 February 25 – March 1
·         I can use a scale to measure the mass of an object. (Mass is the measure of the amount of matter in an object.) (Identify metric units of mass: 1 kilogram (kg) = 1,000 grams (g).
·         I can look for key words to decide which operation (add, subtract, multiply or divide) to use when solving a word problem.
·         I can measure and estimate liquid volumes to find out how much a container can hold. (capacity)
·         I can use benchmarks to estimate capacity.
 
Week 28 March 4 – March 8
·         Review mass and capacity.
·         Learner Check #13
·         I can use perimeter to find the distance around the figure.
·         I can add the lengths of the sides in inches to find the perimeter.
 
Week 29 March 11 – 15
·         I can add the lengths of the sides in centimeters to find the perimeter.
·         I can use multiplication to find the perimeter of a figure. (Using inches or centimeters)
·         I can write a number sentence to help find the missing length in a perimeter problem.
·         I can solve a word problem to find the perimeter. (Story Problem)
·         I can answer a constructed short answer story problem to find perimeter. (Part A and Part B)
 
Week 30 March 18-22
·         I can find the area by counting the number of square units that cover the figure. (2 days)
·         I can find the area of a shaded figure. (2days)
·         I can use repeated addition or multiplication to find the area of a rectangle.
 
 
 
 
Week 31 March 25-29
·         I can compare perimeter and area in different shapes.  (2 days)
·         I can use square tiles to compare perimeter and area.
·         I can use area models to find the area of non overlapping rectangles Review of perimeter and area.
·         Learner Check #14
 
Spring Break
 
Week 32 April 8-12
·         I can identify a two dimensional shape that is a flat shape that has length and width. (A circle is a two –dimensional shape with a curved side. It has no corners or edges).
·         I can identify polygons by the numbers of sides and angles they have. (Triangle, Quadrilateral, pentagon, hexagon, and octagon.)
·         I can sort quadrilaterals by their side, lengths, and angles. (Parallelogram, rectangle, square, rhombus, trapezoid).
·         I can find the area of a shape.
·         I can write a fraction to describe the area of a shape that is shaded or not shaded.
 
Week 33 April 15-19
·         I can solve a word problem using area of shapes.
·         I can answer a constructed short answer story problem to find area of shapes.
·         I can review 2- dimensional shapes and area of shapes.
·         Learner Check #15
 
Week 34 April 22-26
·         I can use a picture graph to compare data.
·         I can use a bar graph to compare data.
·         I can measure how long, wide, or tall something is using an inch ruler.
·         I can measure to the nearest inch.
·         I can measure to the nearest half inch.
Week 35 April 29- May 3
·         I can measure to the nearest four of an inch.
·         I can create a line plot graph that uses (axes) or (dots) above a number line to record data. (2 day)
·         I can review picture graphs, bar graphs and line plot graphs and measure lengths using rulers. (Marked with halves and fourths of an inch).
·         Leaner Check # 16
Third Grade Social Studies Mapping
Citizenship
  • I can identify ways to be a good citizen in my school, home and community.
  • I can identify and understand my rights and responsibilities.
  • I can identify and model the character traits of compassion, fairness, honesty, integrity, trustworthiness, perseverance, and self-discipline.
  • I can explain why we have rules in our school and community.
Community
  • I can name community helpers.
  • I can describe what community helpers do in a community.
  • I can identify places that help the community.
  • I can describe the services they provide.
  • I can identify places in the community where people go for entertainment.
  • I can describe how places benefit our community.
  • I can identify two problems in our community and explain how they might be solved.
Past Cultures (Colonists/Native Americans)
  • I can understand the clothing a colonist of the past would wear and how they made them, and compare to our present day living.
  • I can recognize clothing, tools, housing, and customs used by different Native American tribes.
  • I can understand a timeline.
Economics
  • I can explain what the word economy means.
  • I can explain the difference between wants and needs.
  • I can explain the differences between goods and services.
Mapping
  • I can locate the equator, the prime meridian, and the four hemispheres on a map.
  • I can locate the four oceans and seven continents on a map.
  • I can identify the countries of North America (Canada, U.S., and Mexico).
  • I can identify the state of Kentucky and the bordering states (OH, WV, and TN).
  • I can identify a compass rose and use it to locate points on a map.
  • I can use cardinal directions to locate a place on a map.
  • I can use cardinal directions to travel from one place to another while looking at a map to follow directions.
  • I can locate and use a map key to understand symbols on a map.
Government
  • I can understand local, state, and national government.
  •  I can identify the patriotic symbols of the United States of America.
  • I can explain why voting is important.
 
Third Grade Science Mapping
Animals
·         I can name the four basic needs of animals (water, food, shelter, air).
·         I can explain what happens to an animal when its basic needs are not met.
·          I can describe basic structures and functions of animals that help them to grow, reproduce, and survive.
·         I can explore the characteristics of fish, amphibians, reptiles, birds, and mammals and can understand that they are classified into animal groups.
·         I can describe animal life cycles to understand growth, development, reproduction, and death of an organism.
States of Matter
·         I can understand that there are three states of matter: solid, liquid, and gas.
·         I can identify the three states of matter using their characteristics/properties.
·         I can understand that objects are made of more than one material, such as wood, paper, and metal.
·         I can explain the difference between the three states of matter.(water cycle)
Weather
·         I can identify and make observations of types of weather.
·         I can organize and compare weather data.
·         I can describe and explain weather patterns.
·         I can make predictions based on weather data.
·         I can read a thermometer and measure temperature.
·         I can identify a windsock, weather vane, rain gauge, and an anemometer as a weather instrument.
Plants
·         I can explain the needs of plants for growth, survival, and reproduction (air, water, nutrients, and light).
·         I can describe a variety of plant life cycles through growth, development, and reproduction.
·         I can describe the basic structures and related functions of plants for their growth, reproduction, and survival.
Ecosystems/Food Chains
·         I can understand that all living and non-living things in a place make up an ecosystem.
·         I can understand what will be needed for plants and animals to survive in a particular ecosystem.
·         I can understand the relationship and connections between organisms in food chains.
Rocks and Soils/Fossils
·         I can understand that earth’s materials are rocks, soils, water, and gases and describe them based on their properties.
·         I can understand that minerals have properties of color, luster, and hardness.
·         I can understand that soils have properties of color and texture and can hold water to support plant growth.
·         I can understand that fossils are evidence of organisms that lived long ago and what their environment was like.
Force/Motion/Magnets
·         I can describe the position and motion of objects and predict changes based on pushes and pulls, and examine cause and effect relationships between force and motions.
·         I can understand that magnets can make certain objects move without touching them.
·         I can observe properties of magnets that allow them to attract or repel each other.
·         I can make predictions based on magnets and their interactions with common objects.
Electricity
·         I can understand that electricity and circuits can produce light.
·         I can create a model of an electrical circuit using batteries, bulbs, and wires and tell if the circuit is open or closed.
Objects in the Sky/Space
·         I can understand the location and movements of objects in the sky (sun and moon).
·         I can understand that objects in the sky have properties and movements that can be observed and described (moon phases).
·         I can observe and collect data to describe patterns of movement in the sky and make predictions (shadows).
·         I can understand that the sun provides light and heat to earth and is necessary to sustain life.
·         I can observe and describe light as traveling in a straight line until it strikes an object.
 
 
 
 
 
Week 8
·         Review verbs and adverbs
·         I can write a brochure about my community.
·         Learner Check
·         I can write a brochure to inform others about my community.
·         I can write a brochure to inform others about my community.
·         I can write a brochure to inform other about my community and present it orally to the class.
Week 9
·         I can identify adjectives in a sentence.
·         I can identify adjectives in a sentence.
·         I can a complex sentence using adjectives.
·         I can use adjectives to describe “how many”, “what kind”, and adjectives that compare. (strong, stronger, strongest)
·         I can use adjectives to write descriptively.
Week 10
·         I can use correct punctuation at the end of a sentence.
·         I can understand a paragraph begins with a topic sentence.
·         I can read a paragraph and identify the topic.
·         I can use correct punctuation at the end of a sentence.
·         I can write a simple paragraph using a topic sentence with 3 supporting details.
Week 11 (Science Content/Animals)
·         I can use a paragraph to introduce a topic and group related information together using 3 supporting details.
·         I can add transitions and linking words to connect ideas in my paragraph.
·         I can develop an informative paragraph with facts, definitions, and details about 1 topic.
·         I can develop an informative paragraph with facts, definitions, and details about 1 topic.
·         I can provide a concluding statement for my paragraph.
·         Learner Check
Week 12
·         I can write a simple paragraph using a topic sentence with 3 supporting details.
·         I can use a paragraph to introduce a topic and group related information together using 3 supporting details.
Week 13
·         I can choose to write a folktale, fable, or myth.
·         I can develop the characters and setting for the story I choose to write.
·         I can develop the plot for the story I choose to write.
·         I can develop the plot for the story I choose to write.
Week 14
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
·         No School
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
·         I can use the power verbs Describe and Explain to answer open response/constructed response questions.
Week 15
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
  • I can write a poem using correct form (4-5 stanzas).
Week 16
·         Thanksgiving writing pieces
·         No School
 
Week 17
·         I can identify the parts of a friendly letter.
·         I can use capitalization and punctuation correctly in a friendly letter.
·         I can write a friendly letter, using correct parts and format.
·         I can label an envelope, using commas correctly in the address.
Week 18
·         I can write a persuasive letter.
·         I can use the writing process in my writing.
CHRISTMAS BREAK
Week 19 (Personal Narrative)
·         I can use correct punctuation and dialogue.
·         I can use correct punctuation and dialogue for actions, thoughts, and feelings.
·         I can establish a situation to write a personal narrative.
·         I can write a personal narrative, with descriptive details about my real-life experiences.
·         I can use correct punctuation in dialogue.
Week 20 (Personal Narrative)
·         I can write a personal narrative with descriptive details and clear event sequences.
·         I can add transitions and linking words to connect ideas in my paragraph.
·         I can provide a sense of closure at the end of my personal narrative.
Week 21(Informative Piece/Feature Article
·         I can understand the form on of an informative article and take notes to help me remember the important facts from the article.
·         I can choose a topic for my informative article to research.
·         I can develop my topic with facts, definitions, and details.
Week 22
·         I can develop my topic with facts, definitions, and details.
·         I can add a concluding paragraph to the end of my informative article.
·         I can report on my topic orally, speaking clearly and at an understandable pace.
Week 23(Persuasive Article/Opinion Piece)
·         I can understand the form of an opinion piece and take notes to help me remember the supporting point of view with reasons.
·         I can compare and contrast the most important points presented by two texts on the same topic.
 
Week 24
·         I can choose to introduce the topic, by stating an opinion about that topic.
·         I can create and organizational structure that lists the reasons that support the opinion.
·         I can create an organizational structure that lists the reasons that support the opinion.
Week 25
·         I can use transitions and linking words (because, therefore, since, for example, etc.).
·         I can add a concluding paragraph to my opinion piece.
·         I can report my topic orally, speaking clearly and at an understandable pace.
Week 26(Cause and Effect/How-to Piece and/or Historical Events-Teacher chooses the piece.
·         I can understand the form of a How-to writing piece and answer questions about the steps.
·         I can explain the importance of listing the steps in order, when writing a How-to piece.
·         I can choose and introduce a topic for my How-to piece.
·         I can write the steps in order in my How-to writing piece.
Week 27
·         I can write the steps in order in my How-to writing piece.
·         I can use transitions and linking words.
·         I can add a concluding sentence to my How-to piece.
·         I can follow steps to produce a product in a How-to writing piece.
Week 28
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 29(Science)
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 30
·          I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
SPRING BREAK
Week 32
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
·         I can use strategies to answer open response/constructed response correctly.
Week 33
·         Use technology to revise, edit, and publish writing, as time allows (collaborate with others to conference writing pieces).
 
Third Grade Language Arts Mapping
Week 1 August 13-17
  • I can come to a discussion prepared, having read and studied the material or other information about the topic.
  • I can follow the agreed upon rules for group discussions.
  • I can ask questions to check understanding, stay on topic, and respectfully make comments about other’s ideas.
  • I can explain my own ideas and understandings about a topic.
Week 2 August 20-24
  • I can identify characters in a story.
  • I can identify characters and their traits in a story.
  • I can describe charter’s feelings, emotions, and movitivations in a story.
  • I can interpret and explain charter’s traits.
Week 3 August 27-31
  • I can identify and describe the setting in a story.
Week 4 September 3-7
  • I can identify the beginning, middle, and end of a story.
  • I can identify the important events in a story.
  • I can identify the important events in a story in correct order, using time order words.
  • I can explain how a character’s actions contribute to the sequence of events.
Week 5 September 10-14
  • I can understand that every story has a plot that contains a problem.
  • I can identify the problem in a story.
  • I can understand that every story has a plot that contains a solution.
  • I can identify the solution in a story.
Week 6 September 17-21
  • I can identify the theme of a story.
Week 7 September 24-28
  • I can explain how illustrations help understand the characters and setting of the story.
  • I can identify the mood of a story.
  •  I can explain how illustrations help to understand the mood of a story.
  • Learner Check
Week 8 October 8-12
  • I can identify the main idea of a story.
  • I can identify the main idea of a story and give 3 supporting details of a story.
  • I can identify the main idea of a story and give 3 supporting details of a story.
  • I can explain how the key details support the main idea of a story or text.
Week 9 October 15-19
  • I can use the main ideas and supporting details from a story to write a summary
  • Learner Check
Week 10 October 22-26
  • I can use characters, setting, plot, and theme to analyze the novel Sarah, Plain and Tall.
Week 11 October 29-November 2
  • I can use characters, setting, plot, and theme to analyze the novel Sarah, Plain and Tall.
  • Sarah, Plain and Tall Learner Check
Week 12 November
  • I can compare and contrast the characters in the stories written by the same author about the same or similar characters.
  • I can compare and contrast the setting in stories written by the same author about the same or similar settings.
Week 13 November 12-16
  • I can compare and contrast the plot in stories written by the same author about the same or similar plots.
  • I can compare and contrast the themes in stories written by the same author about the same or similar themes.
  • Learner Check over Skylark
Week 14 November 19-20
  • I can express my understanding of text through art, music, and drama (performance tasks-rotate rooms).
Week 15 November 26-30
  • I can explain what an inference is as I read a story and connect it to my own experiences.
  • I can use inferencing to investigate characters and settings.
Week 16 December 3-7
 
Week 17 December 10-14
  • I can put a list of words in alphabetical order.
  • I can put a list of words in alphabetical order.
  • I can use ABC order to locate words in the dictionary or glossary.
  • I can use guide words to locate a word in the dictionary or glossary.
Christmas Break
Week 18 January 3-4
  • I can use context clues to figure out the meanings of unknown words.
  • I can use context clues to figure out the meanings of unknown words in various texts.
Week 19 January 7-11
  • I can identify synonyms.
  • I can use synonyms to understand unknown words.
  • I can identify antonyms.
  • I can use antonyms to understand unknown words.
Week 20 January 14-18 (Social Studies)
  • I can use bolded words, as a text feature, to help locate important information.
  • I can use key words and fun facts, as a text feature, to help locate important information.
  • I can use photographs and captions, as a text feature, to help locate important information.
  • I can use maps, as a text feature, to help locate important information.
Week 21 January 21-25 (Science)
  • I can use bolded words, as a text feature, to help locate important information.
  • I can use key words and fun facts, as a text feature, to help locate important information.
  • I can use photographs and captions, as a text feature, to help locate important information.
  • Learner Check
Week 22 January 28-February 1
  • I can identify the author’s purpose in a story or article. (Real-World Text)
Week 23 February 4-8
  • I can identify the author’s point of view in a story or article.
  • I can identify the author’s point of view in a story or article
  •  I can identify the author’s point of view in a story or article.
  • Learner Check (Embedded)
Week 24 February 11-15
  • I can identify facts and opinions in reading selections.
  • I can identify and determine an opinion about the text and give reasons that support the opinion.
  • I can explain the difference between fact and opinion using support from the text.
Week 25 February 18-22
  • I can identify the cause and effect while reading informational text.
  • I can identify the cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
 
Week 26 February 25-March 1
  • I can identify the cause and effect while reading informational text.
  • I can identify the cause and effect while reading informational text.
  • I can describe the relationship between cause and effect while reading informational text.
  • Learner Check
Week 27 March 4-8
  • I can identify a fable and explain the key elements found in all fables.
  • I can identify a fable and explain the key elements found in all fables.
  • I can identify a myth and explain the key elements found in all myths.
  • I can identify a myth and explain the key elements found in all myths.
Week 28 March 11-15
  • I can identify a folktale and explain the key elements found in all folktales.
  • I can identify a folktale and explain the key elements found in all folktales.
  • I can identify a legend and explain the key elements found in all legends.
  • Learner Check
Week 29 March 18-22
  • I can identify literal and non-literal words and phrases in a text (idioms, similes, metaphors).
Week 30 March 25-29
  • I can understand a poem written in stanzas.
  • I can explain how stanzas in a poem are connected to one another.
  • I can choose a poem and recite it fluently, with appropriate voice and tone.
  • Learner Check
Spring Break
Week 31 April 8-12
  • I can identify the root or base of the word.
  • I can identify prefixes in a word.
  • I can identify and know the meaning of most common prefixes.
  • I can identify the prefix in a word, and use it to explain the word’s meaning.
Week 32 April 15-19
  • I can identify suffixes in a word.
  • I can identify and know the meaning of most common suffixes and use them to explain word meanings.
  • I can identify the suffix in a word and use it to explain the word’s meaning.
  • Learner Check
Third Grade Mathematics Mapping
Daily Calendar Skills
·         Date (days of the week, months, etc.)
·         Patterns (number and picture)
·         Skip Counting (5,10, 100, to 1,000)
·         Number Line
·         Even and Odd Numbers
·         Place Value
·         Add/sub sums within 20 using mental strategies
·         Counting money/giving change
·         Temperature
·         Time to the hour, half hour, quarter hour, 5 min, and 1 minutes
·         Daily Word Problem
·         Using a Calculator
·         Multiplication Facts 1’s, 2’s, 3’s, 4’s and 5’s.
·         Graphing

August 6th -10 – Procedures
·         I can review the multiplication facts of 1’s, 2’s, 3’s, 4’s, and 5’s.
 
Week 1
(Week of August 13-17)
·         I can identify the ones, tens, and hundreds place.
·         I can use base ten blocks to make a number up to 999.
·         I can count to 10,000.
·         I can use base-ten blocks and a place value chart to read, write, and make numbers up to 10,000.
Week 2    August 20-24
·         I can use base-ten blocks and a place value chart to read, write, and make numbers up to 10, 0000.
·         I can use base ten blocks to compare and order numbers.
·         I can use place value to compare and order numbers.
·         I can use patterns to find missing digits in a number. (Use the guess and check strategy)
 
Week 3 August 27- 31
·         I can review place value. (Learner Check)
·         Learner Check #1
·         I can fluently add a four- digit number without regrouping. (Be able to explain strategies used.)
·         I can add sums up to 100 using a number line. (A sum is an answer to an addition problem.)
 
Week 4 September 4-7
·         I can round numbers to the nearest 10. (Using a number line.)(Rounding a number means to find the closest 10 to a given number.)
·         I can round numbers to the nearest 100. (Using a number line.)(Rounding a number means to find the closest 100 to a given number.
·         I can round numbers to estimate sums and differences. (Estimate means to find a number closest to the exact number.)
·         I can review rounding and estimating. Learner Check #2
 
Week 5 September 10 – 14
 
·         I can add 4 digit numbers with regrouping in the 100’s place.
·         I can add 4 digit numbers with regrouping in the 1’s, 10’s and 100’s place.
·         I can explain how to add with regrouping of 4 digit numbers in the 1’s, 10’s, and 100’s place.
·         I can solve story problems using addition with regrouping.
 
Week 6 September 17-21
 
·         I can review regrouping of addition. 
·         Learner Check #3.
·         I can explain and show what an addend is and also what the sum is.
·         I can use the commutative property of addition. (2 + 4 = 4+ 2) 6=6   (Changing the order of the addends does not change the sum.)
 
Week 7 September 24-28
·         I can use the associative property of addition. (4 + 3) 5 =4 + (3+5). Changing the grouping of addends does not change the sum.
·         I can use the identity property of addition. (0 + ___ = 23. ) The addend is 0. The sum is 23.
·         I can solve story problems using the associative, commutative, and or identity property of addition.
·         I can review properties of addition. Learner Check #4
 
Week 8 October 8-12
·         I can subtract four digit numbers without regrouping.
·         I can subtract four digit numbers with regrouping in 100 and 1,000’s.
·         I can subtract four digit numbers with regrouping in 1, 10,100, and 1,000’s.
·         I can subtract across zeroes using base ten blocks.
·         I can write subtraction number sentences.
 
Week 9 October 15-19
 
·         I can solve real world subtraction number sentences.
·         I can solve story problems using subtraction with regrouping.
·         I can review subtraction with regrouping.
·         Learner Check #5
·         Cumulative 9 Week Learner Check
 
Week 10 October 22-26
 
·         I can use bar models to solve real world addition and subtraction problems. (A bar model is made of horizontal bars used to represent parts and wholes in a problem.)
·         I can use inferences to solve math problems and continue to use bar models to solve real world addition and subtraction problems.
·         I can draw pictures to help solve math problems.
·         I can answer constructed response questions correctly using strategies of addition and subtraction.
·         I can review regrouping of addition and subtraction through 1,000. Learner Check #6.
 
Week 11 October 29 – November 2 (Halloween)
·         I can round a number to estimate sums and differences in problems. (An estimate is a number close to the exact answer.)
·         I can decide if I need an exact answer or an estimate to solve an addition or subtraction problem.
·         I can find an estimate first, and then the exact answer in an addition or subtraction problem and compare the results.
·         I can add and subtract with an unknown quantity. (What is the missing number?)
·         I can review estimation of sums and differences. Learner Check #7.
 
 
Week 12 November 5-9
·         I can identify the parts of a multiplication sentence. (Factor and Product)
·         I can use skip count on a number to solve multiplication problems.
·         I can use dot paper (an array) to solve multiplication problems.
·         I can use repeated addition to solve multiplication problems.
 
Week 13 November 12-16
·         I can write an addition sentence and a multiplication sentence to match a story problem. (Story problems)
·         I can practice multiplication facts of 6 using array models and using a multiplication table.
·         I can practice multiplication facts of 7 using area models and using a multiplication table.
·         I can practice multiplication facts of 8 using number lines and area models using a multiplication table.
·         I can practice multiplication facts of 9 using array models and area models, doubling, and skip counting using a number line and a multiplication table.
Week 14 November 19, 20
·         I can review multiplication facts through 9.
·         Learner Check #8
 
Thanksgiving Break
 
Week 15 November 26-30 (Multiplication Timed Test)
·         I can use a table to show multiplication patterns when solving a story problem. (What is a table?)
·         I can use the rule to find a missing number or continue a multiplication pattern.
·         I can use the rule to check the numbers in the table of any story problem given.
·         I can solve multiplication word problems using key phrases to help solve the problem.
·         I can show (how many in all), means you need to find the product. (Using bar models, pictures, and symbols to represent the multiplication sentence.)
·         Learner Check #9
 
Week 16 December 3-7
·         I can use the commutative property of multiplication when solving multiplication properties. (When solving multiplication problems.) (2 days)
·         I can use the distributive property of multiplication when solving multiplication problems. (Multiplying a sum by a factor is the same as multiplying each addend by the factor and adding the products.) ( 2 days)4 x 8
                                                                           4 x (5+3)
                                                                          (4x5) = (4x3)
                                                                          20 + 12 = 32
·         I can find the missing number, find the product, and find what number belongs in the square.
 
Week 17 December 10-14
·         I can multiply by multiples of 10. (All numbers that end with 0 are multiples of 10)
·         I can use models, multiplication facts, basic fact, mental math, and place value to multiply by multiples of 10.
·         I can multiply 3 factors to find a product.
·         I can use the associative property of multiplication and use models to find the product.
·         I can review multiplication properties, multiply multiples of ten, and multiply 3 factors to find a product.
 
Week 18 December 17, 18
·         Learner Check #9
·         Cumulative Review of Grade 3 Content
 
Winter Break
 
Week 19 January 2, 2013 -4, 2013
 
·         I can identify the parts of a division sentence and use division to find the number of equal groups or the number in each equal group.
·         I can find the quotient by drawing a picture.
·         I can use repeated subtraction to find the quotient.
 
Week 20 January 7-11
·         I can use an array to find the number of equal groups to solve a division problem.
·         I can count the number of squares, rows, and squares in each row to write a division fact.
·         I can use a multiplication fact to solve a division fact, or a division fact to solve a multiplication fact. (Inverse Operations, or Opposites)
·         I can use multiplication-division to create a fact family using 3 digits. (Strategies: draw arrays, use pictures to solve)
·         I can find the missing number using multiplication or division to make the given sentence true. 
Week 21 January 14-17
·         I can use strategies to solve division problems and learn basic division facts. (Use a related division or multiplication fact, use a multiplication table, skip count backward,
use repeated subtraction, make a model.) (2 days)
·         I can review the strategies to solve division problems.
·         Learner Check #10
 
Week 22 January 22-25
·         I can identify the numerator and denominator in a fraction and show that a fraction names part of a whole.
·         I can show the number of equal parts of a whole using a model and show the number of shaded parts to write the given fraction.
·         I can use a number line to locate parts of a whole. (Find how many equal parts the number line is divided into to find the denominator and the numerator.) (2 days)
 
Week 23 January 28 – February 1
·         I can draw a picture as a model, to show that fractions are a part of a whole.
·         I can use a number line to show parts of a whole when adding and subtracting like fractions. ( 4/7 + 1/7 = 5/7)
·         I can identify fractions that have different numerators and denominators and have the same value. (Equivalent fractions)
·         I can use fraction strips to find equivalent fractions.
·         I can use a number line to find equivalent fractions.
 
Week 24 February 4-8
·         I can use models and number lines to compare fractions while using the greater than, less than, or equal to symbol to compare.
·         I can use fractions strips, or fraction circles to compare fractions
·         I can use a number line, fraction circles and fraction strips to compare fractions.
·         Review of fractions.
·         Learner Check #11
 
Week 25 February 11-15 (Valentines Week)
·         I can use an analog clock to tell and measure time. (The short hand points to the hour and the long hand points to the minute.)
·         I can tell and write time to the nearest minute.
·         I can tell and write time and measure time intervals in minutes. (Elapsed time, A.M., P.M.)
·         I can use an analog clock and skip count by fives to solve word problems.
·         I can solve word problems using addition or subtraction of time intervals in minutes.
 
Week 26 February 19-22
·         I can use a number line to find the time difference, to solve word problems. (2 days)
·         Review of time.
·         Learner Check #12
 
Week 27 February 25 – March 1
·         I can use a scale to measure the mass of an object. (Mass is the measure of the amount of matter in an object.) (Identify metric units of mass: 1 kilogram (kg) = 1,000 grams (g).
·         I can look for key words to decide which operation (add, subtract, multiply or divide) to use when solving a word problem.
·         I can measure and estimate liquid volumes to find out how much a container can hold. (capacity)
·         I can use benchmarks to estimate capacity.
 
Week 28 March 4 – March 8
·         Review mass and capacity.
·         Learner Check #13
·         I can use perimeter to find the distance around the figure.
·         I can add the lengths of the sides in inches to find the perimeter.
 
Week 29 March 11 – 15
·         I can add the lengths of the sides in centimeters to find the perimeter.
·         I can use multiplication to find the perimeter of a figure. (Using inches or centimeters)
·         I can write a number sentence to help find the missing length in a perimeter problem.
·         I can solve a word problem to find the perimeter. (Story Problem)
·         I can answer a constructed short answer story problem to find perimeter. (Part A and Part B)
 
Week 30 March 18-22
·         I can find the area by counting the number of square units that cover the figure. (2 days)
·         I can find the area of a shaded figure. (2days)
·         I can use repeated addition or multiplication to find the area of a rectangle.
 
 
 
 
Week 31 March 25-29
·         I can compare perimeter and area in different shapes.  (2 days)
·         I can use square tiles to compare perimeter and area.
·         I can use area models to find the area of non overlapping rectangles Review of perimeter and area.
·         Learner Check #14
 
Spring Break
 
Week 32 April 8-12
·         I can identify a two dimensional shape that is a flat shape that has length and width. (A circle is a two –dimensional shape with a curved side. It has no corners or edges).
·         I can identify polygons by the numbers of sides and angles they have. (Triangle, Quadrilateral, pentagon, hexagon, and octagon.)
·         I can sort quadrilaterals by their side, lengths, and angles. (Parallelogram, rectangle, square, rhombus, trapezoid).
·         I can find the area of a shape.
·         I can write a fraction to describe the area of a shape that is shaded or not shaded.
 
Week 33 April 15-19
·         I can solve a word problem using area of shapes.
·         I can answer a constructed short answer story problem to find area of shapes.
·         I can review 2- dimensional shapes and area of shapes.
·         Learner Check #15
 
Week 34 April 22-26
·         I can use a picture graph to compare data.
·         I can use a bar graph to compare data.
·         I can measure how long, wide, or tall something is using an inch ruler.
·         I can measure to the nearest inch.
·         I can measure to the nearest half inch.
Week 35 April 29- May 3
·         I can measure to the nearest four of an inch.
·         I can create a line plot graph that uses (axes) or (dots) above a number line to record data. (2 day)
·         I can review picture graphs, bar graphs and line plot graphs and measure lengths using rulers. (Marked with halves and fourths of an inch).
·         Leaner Check # 16
Third Grade Social Studies Mapping
Citizenship
  • I can identify ways to be a good citizen in my school, home and community.
  • I can identify and understand my rights and responsibilities.
  • I can identify and model the character traits of compassion, fairness, honesty, integrity, trustworthiness, perseverance, and self-discipline.
  • I can explain why we have rules in our school and community.
Community
  • I can name community helpers.
  • I can describe what community helpers do in a community.
  • I can identify places that help the community.
  • I can describe the services they provide.
  • I can identify places in the community where people go for entertainment.
  • I can describe how places benefit our community.
  • I can identify two problems in our community and explain how they might be solved.
Past Cultures (Colonists/Native Americans)
  • I can understand the clothing a colonist of the past would wear and how they made them, and compare to our present day living.
  • I can recognize clothing, tools, housing, and customs used by different Native American tribes.
  • I can understand a timeline.
Economics
  • I can explain what the word economy means.
  • I can explain the difference between wants and needs.
  • I can explain the differences between goods and services.
Mapping
  • I can locate the equator, the prime meridian, and the four hemispheres on a map.
  • I can locate the four oceans and seven continents on a map.
  • I can identify the countries of North America (Canada, U.S., and Mexico).
  • I can identify the state of Kentucky and the bordering states (OH, WV, and TN).
  • I can identify a compass rose and use it to locate points on a map.
  • I can use cardinal directions to locate a place on a map.
  • I can use cardinal directions to travel from one place to another while looking at a map to follow directions.
  • I can locate and use a map key to understand symbols on a map.
Government
  • I can understand local, state, and national government.
  •  I can identify the patriotic symbols of the United States of America.
  • I can explain why voting is important.
 
Third Grade Science Mapping
Animals
·         I can name the four basic needs of animals (water, food, shelter, air).
·         I can explain what happens to an animal when its basic needs are not met.
·          I can describe basic structures and functions of animals that help them to grow, reproduce, and survive.
·         I can explore the characteristics of fish, amphibians, reptiles, birds, and mammals and can understand that they are classified into animal groups.
·         I can describe animal life cycles to understand growth, development, reproduction, and death of an organism.
States of Matter
·         I can understand that there are three states of matter: solid, liquid, and gas.
·         I can identify the three states of matter using their characteristics/properties.
·         I can understand that objects are made of more than one material, such as wood, paper, and metal.
·         I can explain the difference between the three states of matter.(water cycle)
Weather
·         I can identify and make observations of types of weather.
·         I can organize and compare weather data.
·         I can describe and explain weather patterns.
·         I can make predictions based on weather data.
·         I can read a thermometer and measure temperature.
·         I can identify a windsock, weather vane, rain gauge, and an anemometer as a weather instrument.
Plants
·         I can explain the needs of plants for growth, survival, and reproduction (air, water, nutrients, and light).
·         I can describe a variety of plant life cycles through growth, development, and reproduction.
·         I can describe the basic structures and related functions of plants for their growth, reproduction, and survival.
Ecosystems/Food Chains
·         I can understand that all living and non-living things in a place make up an ecosystem.
·         I can understand what will be needed for plants and animals to survive in a particular ecosystem.
·         I can understand the relationship and connections between organisms in food chains.
Rocks and Soils/Fossils
·         I can understand that earth’s materials are rocks, soils, water, and gases and describe them based on their properties.
·         I can understand that minerals have properties of color, luster, and hardness.
·         I can understand that soils have properties of color and texture and can hold water to support plant growth.
·         I can understand that fossils are evidence of organisms that lived long ago and what their environment was like.
Force/Motion/Magnets
·         I can describe the position and motion of objects and predict changes based on pushes and pulls, and examine cause and effect relationships between force and motions.
·         I can understand that magnets can make certain objects move without touching them.
·         I can observe properties of magnets that allow them to attract or repel each other.
·         I can make predictions based on magnets and their interactions with common objects.
Electricity
·         I can understand that electricity and circuits can produce light.
·         I can create a model of an electrical circuit using batteries, bulbs, and wires and tell if the circuit is open or closed.
Objects in the Sky/Space
·         I can understand the location and movements of objects in the sky (sun and moon).
·         I can understand that objects in the sky have properties and movements that can be observed and described (moon phases).
·         I can observe and collect data to describe patterns of movement in the sky and make predictions (shadows).
·         I can understand that the sun provides light and heat to earth and is necessary to sustain life.
·         I can observe and describe light as traveling in a straight line until it strikes an object.
 
 
 
 
 
 
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
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Phone: 606-928-4141
Fax: 606-928-4771