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Curriculm map

Dear Parents/Guardians,

 

You can download the Common Core Standards to your Ipad or Mac device as free resource. Our curriculum map is directly aligned with the Common Core Standards. You can find our curriculum map on our district website at www.boyd.k12.ky.us. Each teacher’s personal website can be accessed by choosing Summit Elementary from the schools tab dropdown menu.

 

Thank you,

3rd Grade Teachers

 

Third Grade Writing Mapping

On Demand Writing

 

August 13th – 15th  Meet and Greet

August 18th – 22nd  Classroom and School Procedures

 

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 use irregular nouns correctly.
  • I can form possessive nouns.
  • Review nouns, plural nouns, irregular nouns, and abstract nouns.
  • Learner Check

 

 

Week 5

  • I can identify singular pronouns in a sentence.
  • 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.).
  • Review and Learner Check

Week 6

  • 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.

 

FALL BREAK

 

Week 7

  • 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 8

  • I can identify adverbs in a sentence.
  •  I can write sentences using adverbs
  • I can compare comparative and superlative adverbs in sentences.
  • Review verbs and adverbs
  • Learner Check

Week 9

  • 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 10(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.

 

Week 11

  • I can develop an informative paragraph with facts, definitions, and details about 1 topic.
  • I can provide a concluding statement for my paragraph.
  • 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 12

  • I can present an informative text to convey ideas and information clearly. W.3.2
  • Report on a topic or text or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace. SL.3.4

Week 13

  • 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.
  • I can use the power verbs Describe and Explain to answer open response/constructed response questions.

Week 14

  • 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.

Thanksgiving Break - November 27th – 29th

 

Week 15

  • 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 16

  • I can write a persuasive letter.
  • I can write a persuasive letter.
  • I can use the writing process in my writing.
  • I can use the writing process in my writing.

 

Week 17

 

  • I can determine the differences between a friendly letter and a persuasive letter.
  • I can read a letter, determine its type, and give supporting details.
  • I can use speaking and listening skills while presenting a friendly or persuasive letter.

 

 

CHRISTMAS BREAK

 

Week 18

  • On-Demand Writing Prompt
  • 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 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.

 

Week 20 (Personal Narrative)

  • I can use correct punctuation in dialogue.
  • 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(Informative Article/Feature Article)

  • 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(Persuasive Article/Opinion Piece)

  • 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(Persuasive Article/Opinion Piece)

  • 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

  • I  can write a poem using 4-5 stanzas correctly.
  • I  can write a poem using 4-5 stanzas correctly.
  • I  can write a poem using 4-5 stanzas correctly.
  • I  can write a poem using 4-5 stanzas correctly.

 

Week 30

  • I  can write a poem using 4-5 stanzas correctly.
  • I  can write a poem using 4-5 stanzas correctly.
  •  I can use listening and speaking skills while presenting poetry pieces.

 

SPRING BREAK

 

 

Week 31

  • 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 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 any writing piece, as time allows (collaborate with others to conference writing pieces).

 

Third Grade Language Arts Mapping

 

Week 1

 

  • 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 (Because of Winn-Dixie)

  • Discuss elements of realistic fiction.
  • 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(Because of Winn-Dixie)

  • I can identify and describe the setting in a story.
  • I can identify past, present, and future of the setting in a story.

 

Week 4 (Because of Winn-Dixie)

  • 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 (Because of Winn-Dixie)

  • 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 (Because of Winn-Dixie)

  • I can identify the theme of a story. (M-W)
  • 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

 

FALL BREAK

 

Week 7(Sarah, Plain and Tall)

  • Discuss trait s of historical fiction and historical realistic fiction.
  •  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 8(Sarah, Plain and Tall)

  • I can use characters to analyze the novel Sarah, Plain and Tall.
  • I can use characters to analyze the novel Sarah, Plain and Tall.
  • I can use setting to analyze the novel Sarah, Plain and Tall.
  • I can use setting to analyze the novel Sarah, Plain and Tall.

 

Week 9(Sarah, Plain and Tall)

  • I can use plot to analyze the novel Sarah, Plain and Tall.
  • I can use plot to analyze the novel Sarah, Plain and Tall.
  • I can use theme to analyze the novel Sarah, Plain and Tall.
  • I can use theme to analyze the novel Sarah, Plain and Tall.

 

Week 10 (Sarah, Plain and Tall)

  • I can use graphic organizers to analyze theme, cause and effect, fact and opinion in the novel Sarah, Plain and Tall.
  • I can use graphic organizers to analyze theme, cause and effect, fact and opinion in the novel Sarah, Plain and Tall.
  • I can use graphic organizers to analyze theme, cause and effect, fact and opinion in the novel Sarah, Plain and Tall.
  • Sarah, Plain and Tall Learner Check

 

 

 

Week 11 (Caleb’s Story)

  • 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 12(Caleb’s Story)

 

  • 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 Caleb’s Story

 

Week 13(Caleb’s Story)

  • I can express my understanding of text through art, music, and drama (performance tasks-rotate rooms).

 

Week 14(Skylark)

  • I can use listening and speaking skills while reading the novel Skylark.
  • I can use listening and speaking skills while reading the novel Skylark.
  • I can engage effectively in a range of collaborative discussions in groups and teacher-led with diverse partners on grade 3 topics and texts, building on other’s ideas and express my own ideas clearly.

 

Thanksgiving Break - November 27th – 29th

 

 

Week 15

  • 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

  • I can understand the power verb analyze.
  • I can compare and contrast different texts on the same topic using  the most important points and key details (Ex: including historical texts, scientific texts, culture, and traditions).
  • I can analyze two or more texts and compare and contrast the authors’ viewpoint on the same topic.
  • I can determine the main idea of a given text and recount the key details and explain how they support the main idea.

 

 

Week 17

  • 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

  • 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 19

  • 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 20 (Social Studies & 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.
  • I can use maps, as a text feature, to help locate important information.

Week 21 (Social Studies & 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

  • I can identify the author’s purpose in a story or article. (Real-World Text)
  • (All Week)

Week 23

  • 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

Week 24

  • 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

  • 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

  • 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

  • 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

  • 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

  • I can identify literal and non-literal words and phrases in a text (idioms, similes, metaphors).

Week 30

  • 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

  • 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

  • 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-Morning (8:00 am – 8:15 am) Afternoon with Flashbacks (2:00-2:35)

  • Date (days of the week, months, etc.) (Week 1)
  • Patterns (number and picture) ( Week 1)
  • Skip Counting (5,10, 100, to 1,000)(Week 12-14)
  • Number Line (Week 4)
  • Even and Odd Numbers(Week 1)
  • Place Value (Week 1)
  • Add/sub sums within 20 using mental strategies (Week 3)
  • Counting money/giving change(Week 10-11)
  • Temperature
  • Time to the hour, half hour, quarter hour, 5 min, and 1 minutes (Daily)
  • Daily Word Problem (Week 5 & 6)
  • Using a Calculator for checking work (Week 3)
  • Multiplication Facts 0’s, 1’s, 2’s, 3’s, 4’s and 5’s.(Week 12-14)
  • Graphing(Week 8)(Favorite Animals)
  • Fractions (Week 9)

August 7th – 9th – Procedures

  • I can review the multiplication facts of 0’s, 1’s, 2’s, 3’s, 4’s, and 5’s.

 

Week 1

  • (Pre-Assessment) I can identify the ones, tens, and hundreds place.
  • I can use base ten blocks to make a number up to 999. I can use base-ten blocks and a place value chart to read, write, and make numbers up to 10,000.
  • I can use base ten blocks and place value to compare and order numbers.
  • I can use numbers in standard and expanded form.

 

Week 2   

 

  • 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 use patterns to find missing digits in a number through 1,000 and in an equation. (Use the guess and check strategy)

 

Week 3

  •  I can use the relationship between additions and subtraction to fluently add and subtract a four- digit number without regrouping. (Be able to explain strategies used.)
  • I can add and subtract sums/differences up to 1,000 using a number line. (A sum is an answer to an addition problem.)
  • I can use the properties of operations to determine the relationship between addition and subtraction.
  • I can use the properties of operations to determine the relationship between addition and subtraction.

 

Week 4

 

  • 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 subtract 4 digit numbers with regrouping in the 1’s, 10’s, and 100’s place.
  • I can subtract 4 digit numbers with regrouping in the 1’s, 10’s, and 100’s place.
  • I can solve story problems using addition and subtraction with regrouping.

 

Week 5

 

  • I can review place value, estimation, rounding, properties of operations and addition/subtraction with regrouping.
  • Summative Assessment 1
  • Summative Assessment 1 – one on one conferencing  with students.
  • (Pre-Assessment) I can identify the parts of a multiplication sentence. (Factor and Product)
  • I can use strategies (skip counting, arrays, equal groups, repeated addition, number line. Models) to solve multiplication problems.
     

Week 6

 

  • I can use strategies (skip counting, arrays, equal groups, repeated addition, number line. Models) to solve multiplication problems.
  • I can use strategies (skip counting, arrays, equal groups, repeated addition, number line. Models) to solve multiplication problems.
  • I can use the commutative property of multiplication when solving multiplication properties.  (When solving multiplication problems.) (2 days)
  • I can use the associative property of multiplication and use models to find the product.

 

Week 7

  • 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 review the properties of multiplication and division to solve problems.
  • I can review the place value, rounding, estimation, properties of operations, and addition/subtraction with regrouping.
  • Benchmark Assessment 1

 

Fall Break Oct. 3rd-6th

 

Week 8

  • I can review the properties of multiplication and division to solve problems.
  • Summative Assessment 2
  • Summative Assessment 2 student conferencing
  • 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 and find the quotient by drawing a picture.

 

Week 9

  • I can use repeated subtraction to find the quotient and 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)

 

Week 10

  • I can find the missing number using multiplication or division to make the given sentence true. 
  • 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.

 

 

Week 11

  • I can determine the missing number in a multiplication or division problem. I can identify the multiplication problem by relating it to the division problem.
  • I can use my understanding of multiplication to solve division problems.
  • Summative Assessment 3
  • Summative Assessment 3 student conferencing

 

Week 12

  • I can multiply and divide within 100.
  • I can multiply and divide within 100.
  • I can use four operations to solve two-step word problems where a variable is used to represent an unknown quantity.
  • I can use the four operations to solve two-step word problems where a variable is used to represent an unknown quantity.

 

Week 13

  • I can use strategies to decide if my answer is reasonable. (mental computation estimation, and rounding)
  • I can use strategies to decide if my answer is reasonable. (mental computation estimation, and rounding)
  • I can use strategies to multiply one-digit numbers by multiples of 10.
  • I can review solving two step problems and multiples of 10.
  • Summative Assessment 4

Week 14

  • Summative Assessment 4 student conferencing
  • I can review multiplication and division to find the missing number and solve word problems.
  • I can review the four operations to solve two-step word problems and strategies to multiply one-digit numbers by multiples of 10.
  • Benchmark 2 Assessment

Thanksgiving Break

 

Week 15

  • 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).

 

Week 16

  • I can divide shapes into equal parts, using unit fractions to describe each part. (3 days)
  • I can review all shapes within a category, their attributes, and divide shapes into equal parts using unit fractions to describe their parts.
  • Summative Assessment 5

Week 17

  • Summative 5 one on one student conferencing
  • 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.
  • Formative Assessment –Exit Slip

 

Christmas Break

 

Week 18

  • 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.

 

 

Week 19

  • 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.) 
  • I can represent a fraction on a number line from 0 to 1 by portioning the number line into equal parts to represent a fraction.

 

Week 20

  • I can divide a number line into equal parts in order to represent a fraction on a number line. (2 days)
  • I can understand fractions as representing parts of a whole and representing fractions on a number line diagram.
  • I can review telling and writing time to the nearest minute.
  • Summative Assessment 6

 

Week 21

  • Summative Assessment 6 one on one conferencing.
  • 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.

 

Week 22

  • 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.
  • I can use different strategies of models to find and compare equivalent fractions.

 

Week 23

  • I can express whole numbers as fractions.
  • I can review comparing and ordering fractions, and equivalent fractions.
  • Summative Assessment 7
  • Summative Assessment 7 student conferencing
  • Benchmark 3 Assessment

Week 24

  • I can review telling and writing time to the nearest minute.
  • I can solve word problems using addition or subtraction of time intervals in minutes.
  • I can use a number line diagram to find the time difference, to solve word problems. (2 days)

Week 25

  • I can understand area as an attribute to a plane figure.
  • I can use square units to measure area.
  • I can find area by using square units laid side to side without gaps or overlaps.
  • I can find the area by counting square units (customary and metric).

 

Week 26

  • I can use multiplication and addition to solve for the area.
  • I can find the area by multiplying the side lengths.
  • I can solve problems involving areas of rectangles and by using the distributive property of multiplication. (2 days)

 

Week 27

 

  • I can find the area of a rectangular polygon by separating it into smaller rectangles and adding the areas.
  • I can solve for the perimeter of polygons when given various pieces of information.
  • I can review area and how to solve for the area of a plane figure.
  • Summative Assessment 8

 

Week 28

  • I can create a scaled picture graph and a scaled bar graph with multiple categories for a variety of purposes. (2 days)
  • I can analyze graphs to solve problems. (2 days)

 

Week 29

  • I can gather data in lengths of inches, half inches, and quarter inches.
  • I can show data on a line plot.
  • I can review measurement and data using graphs and rulers.
  •  Summative Assessment 9

 

SPRING BREAK

 

Week 30

  • 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.

 

Week 31

  • I can measure and estimate liquid volumes to find out how much a container can hold. (capacity)
  • I can use benchmarks to estimate capacity.
  • I can measure volume and mass using customary and metric units.
  • Summative Assessment 10
  • Summative Assessment 10 student conferencing

 

 

Week 32

Week 33 Review of Grade 3 Core Content Target Skills

Week 34

Week 35

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.
  • Community Brochure walk through and discussion.
  • I can identify two problems in our community and explain how they might be solved.
  • Learner Check over Citizenship and Community.

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 use evidence to support that traits are inherited from parents, as well as influenced by their environment.
  • I can describe animal life cycles to understand growth, development, reproduction, and death of an organism.
  • I can construct and explain evidence that life cycles of different animals have similar features and follow the same patterns.

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.
  • I can use evidence to evaluate and design solutions that reduced the environmental impact of a weather hazard.
  • I can obtain and communicate information about new technologies that have increased our knowledge of weather related hazards and how they have impacted the way people live.

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.
  • I can use what I’ve learned about organism in their natural habitats to design an artificial habitat
  • I can understand that fossils are evidence of organisms that lived long ago and what their environment was like.

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.

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.

 

 

 

 

 

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Ashland, KY 41102
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