2014-15 Syllabus

BUENA VISTA ELEMENTARY SCHOOL
Third Grade Syllabus

2014-2015
Pacing Schedule subject to change.
Week
Math
Science
Social Studies
Reading
LA Focus
Word
Writing
Sentences
Short vowels
Launching Writing
Workshop First
First Quarter
8/25 8/29
1
Calendar Math and

Review
Earths Land (15 days)
Regions of SC
First 20 Days of
Story Structure
and
20142015
Summarizing
9/1-9/5
Labor Day
2
Get Started Review
9/8 9/12
3
Place Value and

Addition and
Subtraction
9/15 9/19
4
9/22 9/26
5
Place Value and

Addition and
Subtraction
Place Value and
Addition and
Subtraction
Earths Land
Sound (16 days)
Sound
Regions of SC
Regions of SC
Regions of SC
Sound
Regions of SC
Animal Habitats and

Adaptations (26 days)
Exploration and
Settlement
Animal Habitats and

Adaptations
Exploration and
Settlement
Animal Habitats and

Adaptations
Exploration and
Settlement
10/13-10/17
Workdays/Fall
Break
8
Place Value and

Addition and
Subtraction
Place Value and
Addition and
Subtraction
Place Value and
Addition and
Subtraction
10/20-10/24
9
Multiplication and
Division
Animal Habitats and

Adaptations
Exploration and
Settlement
Standards
Use place value

understanding and
properties of
operations to
perform multi-digit
arithmetic. (A
range of
algorithms may be
used.)
3-1 The student will

demonstrate an
understanding of
scientific inquiry,
including the
processes, skills, and
mathematical
thinking necessary
to conduct a simple
scientific
investigation.
3-5: The student will
demonstrate an
understanding of

demonstrate an
understanding of
places and regions
and the role of human
systems in South
Carolina.
9/29-10/3
6
10/6-10/10
7
3.NBT.1 -Use place

value understanding
to round whole
numbers to the

demonstrate an
understanding of the
exploration and
settlement of South
Carolina and the
F&P Guided
Reading
Workshop
Conclusions and
Infer and Predict
Compound
Words
Characterization
and
Analyze/Evaluate
Antonyms
Compare and
Contrast
Infer/Predict
Base Words and
s, -es, -ed, -ing
endings
Cause and Effect
Visualize
Prefix misSequence of events
Suffixes er, -or
Text and Graphic Features
Synonyms
Sequence of Events
Conclusions/Characterization
Infer/Predict
Multiple-meaning words
Cause/Effect
Monitor/Clarify
Dictionary/Glossary entries
RF.3.3a Identify and know the
meaning of the most common
prefixes and derivational suffixes.
RF.3.3c Decode multi syllable
words.
RF.3.3d Read grade-appropriate
irregularly spelled words.
RF.3.4a Read on-level text with
purpose and understanding.
RF.3.4b Read on-level prose and
VCe words
Kinds of Sentences
Long a & e
Compound Sentences
Long o
Common and Proper
Nouns
Narrative
Long i
Plurals with s and -es
Verb Tenses
More Short
and Long
vowels
Three letter
clusters
Using Commas
Silent letters
kn-, wr-
Verbs
Review
Abstract Nouns
L.3.4a Use sentencelevel context as a clue
to the meaning of a
word or phrase.
L.3.5 Demonstrate
understanding of word
relationships and
nuances in word
meanings.
L.3.6 Acquire and use
accurately gradeappropriate
Opinion
Vowel sound
in town
RF.3.3a
Identify
and know
the
meaning of
the most
common
prefixes
and
derivationa
l suffixes.
RF.3.3c
Decode
W.3.1: Write
opinion pieces on
familiar topics or
texts, supporting a
point of view with
reasons.
a. Introduce
the topic
or book
they are
writing
about,
state an
opinion,

nearest 10 or 100.
Use place value
understanding and
properties of
operations to
perform multi-digit
arithmetic. (A
range of
algorithms may be
used.)
3.NBT.2 Fluently
add and subtract
within 1000 using
strategies and
algorithms based on
place value,
properties of
operations, and/or
the relationship
between addition and
subtraction.
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
3.OA.9- Identify
arithmetic patterns
(including patterns in
an addition or
multiplication table),
and explain them
using properties of
operations.
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
3.OA.8 Solve twostep word problems
using the four
operations.
Represent these
problems using
equations with a
letter standing for
how motion and

sound are
affected by a push
or pull on an object
and the vibration of
an object.
demonstrate an
structures,
characteristics,
and adaptations of
organisms that allow
them to function and
survive within their
habitats.
United States.
poetry with accuracy, appropriate

rate, and expression on
successive readings.
RF.3.4c Use context to confirm
or self-correct word recognition
and understanding, rereading as
necessary.
RI.3.1 Ask and answer questions
to demonstrate understanding of
a text, referring explicitly to the
text as the basis for the answers.
RI.3.3 Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
RI.3.7 Use information gained
from illustrations (e.g., maps,
photographs) and the words in a
text to demonstrate
understanding of the text (e.g.,
where, when, why, and how key
events occur).
*RI.3.10 By the end of the year,
read and comprehend
informational texts, including
history/social studies, science,
and technical texts, at the high
end of the grades 2-3 text
complexity band independently
and proficiently.
RI.3.2 Determine the main idea
of a text; recount the key details
and explain how they support the
main idea.
RI.3.3 Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
RI.3.5 Use text features and
conversational,
general academic and
domain-specific words
and phrases, including
those that signal
spatial and temporal
relationships (e.g.,
After dinner that night
we went looking for
them).
20142015
multi
syllable
words.
RF.3.3d
Read
gradeappropriate
irregularly
spelled
words.
and
create an
organizati
onal
structure
that lists
reasons.
b. Provide
reasons
that
support
the
opinion.
c. Use
linking
words
and
phrases
(e.g.,
because,
therefore,
since, for
example)
to
connect
opinion
and
reasons.
Provide a
concluding
statement or
section.
W.3.3: Write
narratives to
develop real or
imagined
experiences or
events using
effective
technique,
descriptive details,
and clear event
sequences.
a. Establish
a
situation
and
introduce
a narrator
and/or
character
s;

the unknown
quantity. Assess the
reasonableness of
answers using mental
computation and
estimation strategies
including rounding.
(Limited to problems
posed with whole
numbers and having
whole-number
answers; students
should know how to
perform operations in
the conventional
order when there are
no parentheses to
specify a particular
order Order of
Operations.)
Represent and
solve problems
involving
multiplication and
division.
3.OA.1 Interpret
products of whole
numbers.
3.OA.4 Determine
the unknown whole
number in a
multiplication or
division equation
relating three whole
numbers.
Understand
properties of
multiplication and
the relationship
between
multiplication and
division.
search tools (e.g., keywords,

sidebars, hyperlinks) to locate
information relevant to a given
topic efficiently.
text to demonstrate
events occur).
RI.3.9 Compare and contrast the
most important points and key
details presented by two texts on
the same topic.
read and comprehend
and proficiently.
RL.3.1 Ask and answer questions
text basis for the answers.
RL.3.3 Describe characters in a
story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence of
events.
RL.3.4 Determine the meaning
of words and phrases as they are
used in a text, distinguishing
literal from non-literal languages.
3.OA.5 Apply
properties of
operations as
strategies to multiply
and divide.
RL.3.5 Refer to parts of stories,

dramas, and poems when writing
or speaking about a text, using
terms such as chapter, scene,
and stanza; describe how each
successive part builds off earlier
sections.
Use place value
*RL.3.10 By the end of the year,
20142015
organize
an event
sequence
that
unfolds
naturally.
b. Use
dialogue
and
descriptio
ns of
actions,
thoughts,
and
feelings
to
develop
experienc
es and
events or
show the
response
of
character
s to
situations
.
c. Use
temporal
words
and
phrases
to signal
event
order.
Provide a sense of
closure.
W.3.4: With
guidance and
support from
adults, produce
writing in which
the development
and organization
are appropriate to
task and purpose.
(Grade-specific
expectations for
writing types are
defined in
standards 13
above.)
W.3.5: With

understanding and
properties of
operations to
perform multi-digit
arithmetic. (A
range of
algorithms may be
used.)
3.NBT.3 Multiply
one-digit whole
numbers by multiples
of 10 in the range 1090 using strategies
based on place value
and properties of
operations.
Represent and
solve problems
involving
multiplication and
division.
3.OA.2 Interpret
whole-number
quotients of whole
numbers.
3.OA.4 Determine
the unknown whole
number in a
multiplication or
division equation
numbers.
Understand
properties of
multiplication and
the relationship
between
multiplication and
division.
3.OA.5 Apply
properties of
operations as
and divide.
3.OA.6 Understand
division as an
unknown-factor
read and comprehend literature,

including stories, drama, and
poetry, at the high end of the
grades 2-3 text complexity band
independently and proficiently.
events.
RL.3.7 Explain how specific
aspects of a texts illustrations
contribute to what is conveyed by
the words in a story (e.g., create
mood, emphasize aspects of a
character or setting).
20142015
guidance and
support from
peers and adults,
develop and
strengthen writing
as needed by
planning, revising,
and editing.
(Editing for
conventions
should
demonstrate
command of
Language
standards 1-3 up
to and including
grade 3.)
W.3.6: With
guidance and
support from
adults, use
technology to
produce and
publish writing
(using
keyboarding skills)
as well as to
interact and
collaborate with
others.
W.3.10: Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes,
and audiences.
SL.3.6: Speak in
complete
sentences when
appropriate to
task and situation
in order to provide
requested detail
or clarification.
SL.3.1b Follow

problem.
Multiply and divide
within 100.
3.OA.7 Fluently
multiply and divide
within 100, using
strategies such as
the relationship
between
multiplication and
division or properties
of operations. By the
end of Grade 3, know
from memory all
products of two onedigit numbers.
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
3.OA.9 Identify
arithmetic patterns
the addition table or
and explain them
using properties of
operations.
Represent and
solve problems
involving
multiplication and
division.
3.OA.3 Use
multiplication and
division within 100
to solve word
problems in
situations involving
equal groups, arrays,
and measurement
quantities.
Solve problems
involving the four
operations, and
identify and
20142015
agreed-upon rules
for discussions.
SL.3.1c Ask
questions to check
understanding of
information
presented, stay on
topic, and link
their comments to
the remarks of
others.
SL.3.1d Explain
their own ideas
and understanding
in light of the
discussion.
20142015
explain patterns in
arithmetic.
using the four
operations.
Represent these
problems using
equations with a
letter standing for
the unknown
reasonableness of
computation and
including rounding.
(Limit to problems
posed with whole
numbers and having
whole-number
answers; perform
operations in the
conventional order
when there are no
parentheses to
order -Order of
Operations.)
End of First Nine Weeks October
Second Quarter
10/27-10/31
10
Multiplication and
Division
Animal Habitats and

Adaptations
Exploration and
Settlement
11/3-11/7
Election Day
11
Multiplication and
Division
Heat and Changes in

Matter ( 17 days)
Colony to State and

Revolutionary War
11/10-11/14
12
Multiplication and
Division
Heat and Changes in

Matter
Colony to State and

Revolutionary War
11/17-11/21
13
Multiplication and
Division
Heat and Changes in

Matter
Colony to State and

Revolutionary War
11/24-28
Thanksgiving
Multiplication and
Division
Heat and Changes in

Matter
Colony to State and

Revolutionary War
Main Idea and details

Summarize
Sequence of Events
Categorize/Classify Vocabulary
Sequence
Text and Graphic features
Suffixes less, -ful, -ous
Point of View
Visualize
Idioms
Compare and Contrast
Authors Purpose/Story Message
Homophones and Homographs
Analyze Poetry/ Reading Skill Review
Pronouns and
Antecedents
Plural Nouns
Vowel sound
in talk
Opinion
Dipthongs
Vowel sound
in joy
Homophones
Writing Quotations
Informational
Contractions
Subject Verb Agreement
Review
No spelling
12/1-5
14
Multiplication and
Division
Motion (21 days)
Colony to State and

Revolutionary War
12/8-12/12
15
Multiplication and
Division
Motion
Colony to State and

Revolutionary War
Motion
Colony to State and

Revolutionary War
12/15-12/19
16
Spiral Review
Authors Purpose
Summarize
Point of View
Understanding Character
Infer/Predict
Using a Thesaurus
Story Structure
Monitor/Clarify
Story theme
Context Clues
Vowel + /r/
Pronoun Verb Agreement
Verb Tenses
Adjectives and Articles
1/5 1/9
17
Geometry
Earths Materials and

Changes (34 Days)
Civil War
Conclusions
Point of View
Suffix -ly
Adjectives that compare
1/12-1/16
Workday
18
Geometry

Changes
Civil War
Text and graphic features

Questioning
Word Roots
Verb be and helping

verbs
Standards
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
using the four
operations.
Represent these
problems using
equations with a
letter standing for
the unknown
reasonableness of
computation and
including rounding.
(Limited to problems
posed with whole
numbers and having
whole-number
answers; students
should know how to
perform operations in
the conventional

demonstrate an
structures,
characteristics, and
adaptations of
habitats.
demonstrate an
understanding of
how motion and
sound are affected
by a push or pull on
an object and the
vibration of an
object.
demonstrate an
changes in matter
that are caused by
heat.

demonstrate an
exploration and
settlement of South
Carolina and the
United States.
demonstrate an
American Revolution
and South Carolinas
role in the
development of the
new American nation.
demonstrate an
events that led to the
Civil War, the course
of the War and
Reconstruction, and
South Carolinas role
in these events.

RL.3.2 Recount stories, including
fables, folktales, and myths from
diverse cultures, determine their
central message, lesson or moral
and explain how it is conveyed
through key details in the text.
events.
RL.3.4 Determine the meaning
of words and phrases as they are
used in a text, distinguishing
literal from non-literal languages.
RL.3.5 Refer to parts of stories,
dramas, and poems when writing
or speaking about a text, using
terms such as chapter, scene,
and stanza; describe how each
20142015
L.3.1: Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
a. Explain the
function of
nouns,
pronouns,
verbs,
adjectives,
and adverbs
in general
and their
functions in
particular
sentences.
b. Form and use
regular and
irregular
plural nouns.
c. Use abstract
nouns (e.g.,
childhood).
d. Form and use
regular and
irregular
verbs.
Vowel + /r/
as in nurse
Words with
air, ear, are
Words with
/j/ and /s/ as
in space and
age
VCCCV
pattern
Words
with /k/
and /kw/
RF.3.3a
Identify
and know
the
meaning of
the most
common
prefixes
and
derivationa
l suffixes.
RF.3.3c
Decode
multi
syllable
words.
RF.3.3d
Read
gradeappropriate
irregularly
spelled
words.
Narrative
Opinion
SL.3.1: Engage
effectively in a
range of
collaborative
discussions (oneon-one, in groups,
and teacher-led)
with diverse
partners on grade
3 topics and texts,
building on others
ideas and
expressing their
own clearly.
a. Come to
discussio
ns
prepared,
having
read or
studied
required
material;
explicitly
draw on
that
preparati
on and
other
informati

order when there are
no parentheses to
order Order of
Operations.)
Represent and
solve problems
involving
multiplication and
division.
3.OA.1 Interpret
products of whole
numbers.
3.OA.4 Determine
the unknown whole
number in a
multiplication or
division equation
numbers.
Understand
properties of
multiplication and
the relationship
between
multiplication and
division.
3.OA.5 Apply
properties of
operations as
and divide.
Use place value
understanding and
properties of
operations to
perform multi-digit
arithmetic. (A
range of
algorithms may be
used.)
3.NBT.3 Multiply
one-digit whole
numbers by multiples
of 10 in the range 1090 using strategies
based on place value
successive part builds off earlier

sections.
RL.3.7 Explain how specific
aspects of a texts illustrations
contribute to what is conveyed by
the words in a story (e.g., create
mood, emphasize aspects of a
character or setting).
RL.3.9 Compare and contrast the
themes, settings, and plots of
stories written by the same
author about the same or similar
characters (e.g., in books from a
series).
RI.3.1 Ask and answer questions
text as the basis for the answers.
RI.3.2 Determine the main idea
of a text; recount the key details
and explain how they support the
main idea.
RI.3.4 Determine the meaning of
general academic and domainspecific words and phrases in a
text relevant to a grade 3 topic or
subject area.
RI.3.5 Use text features and
search tools (e.g., keywords,
sidebars, hyperlinks) to locate
information relevant to a given
topic efficiently.
text to demonstrate
events occur).
RI.3.8 Describe the logical
connection between particular
sentences and paragraphs in a
e.
Form and use

the simple
(e.g., I
walked; I
walk; I will
walk) verb
tenses.
f.
Ensure
subject-verb
and pronounantecedent
agreement.*
g. Form and use
comparative
and
superlative
adjectives
and adverbs,
and choose
between
them
depending on
what is to be
modified.
h. Use
coordinating
and
subordinating
conjunctions.
Produce simple,
compound, and
complex sentences.
L.3.2: Demonstrate
command of the
conventions of
standard English of
capitalization,
punctuation, and
spelling when writing.
a. Capitalize
important
words in
titles.
b. Use commas
in addresses.
c. Use commas
and quotation
marks in
dialogue.
d. Form and use
possessives.
e. Use
conventional
20142015
on known
about the
topic to
explore
ideas
under
discussio
ns.
b. Follow
agreedupon
rules for
discussio
ns (e.g.,
gaining
the floor
in
respectful
ways,
listening
to others
with care,
speaking
one at a
time
about the
topics
and texts
under
discussio
n).
c. Ask and
answer
questions
to check
understa
nding of
informati
on
presente
d, stay on
topic, and
link their
comment
s to the
remarks
of others.
Explain their own
ideas and
understanding in
light of the
discussion
SL.3.3: Ask and

and properties of
operations.
Represent and
solve problems
involving
multiplication and
division.
3.OA.2 Interpret
whole-number
quotients of whole
numbers.
3.OA.4 Determine
the unknown whole
number in a
multiplication or
division equation
numbers.
text (e.g. comparison,

cause/effect, first/second/third in
a sequence).
read and comprehend
and proficiently.
RF.3.3a Identify and know the
meaning of the most common
prefixes and derivational suffixes.
RF.3.3c Decode multisyllable
words.
RF.3.3d Read grade-appropriate
irregularly spelled words.
Understand
properties of
multiplication and
the relationship
between
multiplication and
division.
RF.3.4a Read on-level text with

purpose and understanding.
3.OA.5 Apply
properties of
operations as
and divide.
RF.3.4c Use context to confirm

or self-correct word recognition
and understanding, rereading as
necessary.
3.OA.6 Understand
division as an
unknown-factor
problem.
Multiply and divide
within 100.
3.OA.7 Fluently
multiply and divide
within 100, using
strategies such as
the relationship
between
multiplication and
division or properties
of operations. By the
end of Grade 3, know
from memory all
RF.3.4b Read on-level prose and

poetry with accuracy, appropriate
rate, and expression on
successive readings.
spelling for
highfrequency
and other
studied words
and for
adding
suffixes to
base words
(e.g., sitting,
smiled, cries,
happiness).
f.
Use spelling
patterns and
generalization
s (e.g., word
families,
positionbased
spellings,
syllable
patterns,
ending rules,
meaningful
word parts) in
writing words.
Consult reference
materials, including
beginning dictionaries,
as needed to check
and correct spellings.
L.3.3: Use knowledge
of language and its
conventions when
writing, speaking,
reading, or listening.
a. Choose words
and phrases
for effect.*
Recognize and observe
differences between
the conventions of
spoken and written
standard English.
L.3.6: Acquire and use
conversational,
general academic, and
those that signal
20142015
answer questions
about information
from a speaker,
offering
appropriate
elaboration and
detail.
SL.3.4: Report on
a topic or text, tell
a story, or recount
an experience
with appropriate
facts and relevant,
speaking clearly at
an understandable
pace.
SL.3.5: Create
engaging audio
recordings of
stories or poems
that demonstrate
fluid reading at an
understandable
pace; add visual
displays when
appropriate to
emphasize or
enhance certain
facts or details.
SL.3.6: Speak in
complete
sentences when
appropriate to
task and situation
in order to provide
requested detail
or clarification.
(See grade 3
Language
standards 1 and 3
for specific
expectations.)
W.3.1: Write
opinion pieces on
familiar topics or
texts, supporting a
point of view with
reasons.
a. Introduce
the topic
or book
they are

products of two onedigit numbers.
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
3.OA.9 Identify
arithmetic patterns
the addition table or
and explain them
using properties of
operations.
Represent and
solve problems
involving
multiplication and
division.
3.OA.3 Use
multiplication and
division within 100
to solve word
problems in
situations involving
equal groups, arrays,
and measurement
quantities.
Solve problems
involving the four
operations, and
identify and
explain patterns in
arithmetic.
using the four
operations.
Represent these
problems using
equations with a
letter standing for
the unknown
reasonableness of
we went looking for
them).
20142015
writing
about,
state an
opinion,
and
create an
organizati
onal
structure
that lists
reasons.
b. Provide
reasons
that
support
the
opinion.
c. Use
linking
words
and
phrases
(e.g.,
because,
therefore,
since, for
example)
to
connect
opinion
and
reasons.
Provide a
concluding
statement or
section.
W.3.2: Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.
a. Introduce
a topic
and
group
related
informati
on
together;
include
illustratio

computation and
including rounding.
(Limit to problems
posed with whole
numbers and having
whole-number
answers; perform
operations in the
conventional order
when there are no
parentheses to
order -Order of
Operations.)
Reason with
shapes and their
attributes.
3.G.1 Understand
that shapes in
different categories
may share attributes,
and that the shared
attributes can define
a larger category.
Recognize
rhombuses,
rectangles, and
squares are
examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
the subcategories.
Geometric
measurement:
understand
concepts of area
and relate area to
multiplication and
to addition.
3.MD.5 Recognize
area as an attribute
of plane figures and
understand concepts
of area
measurement.
a. A square with side
length 1 unit, called
20142015
ns when
useful to
aiding
compreh
ension.
b. Develop
the topic
with
facts,
definition
s, and
details.
c. Use
linking
words
and
phrases
(e.g.,
also,
another,
and,
more,
but) to
connect
ideas
within
categorie
s of
informati
on.
Provide a
concluding
statement or
section.
W.3.3: Write
narratives to
develop real or
imagined
experiences or
events using
effective
technique,
and clear event
sequences.
a. Establish
a
situation
and
introduce
a narrator
and/or
character

a unit square, is
said to have one
square unit of area,
and can be used to
measure area.
b. A plane figure
which can be covered
without gaps or
overlaps by n unit
squares is said to
have an area of n
square units.
3.MD.6 Measure
areas by counting
unit squares (square
cm, square m, square
in., square ft, and
improvised units).
3.MD.7 Relate area
to the operations of
multiplication and
addition.
a. Find the area of a
rectangle with wholenumber side lengths
by tiling it, and show
that the area is the
same as would be
found by multiplying
the side lengths.
b. Multiply side
lengths to find areas
of rectangles with
whole number side
lengths in the context
of solving read world
and mathematical
problems, and
represent wholenumber products as
rectangular areas in
mathematical
reasoning.
c. Use tiling to show
in a concrete case
that the area of a
rectangle with whole-
20142015
s;
organize
an event
sequence
that
unfolds
naturally.
b. Use
dialogue
and
descriptio
ns of
actions,
thoughts,
and
feelings
to
develop
experienc
es and
events or
show the
response
of
character
s to
situations
.
c. Use
temporal
words
and
phrases
to signal
event
order.
Provide a sense of
closure.
W.3.4: With
guidance and
support from
adults, produce
writing in which
the development
and organization
are appropriate to
task and purpose.
(Grade-specific
expectations for
writing types are
defined in
standards 13
above.)

number side lengths
a and b + c is the
sum of a x b and a x
c. Use area models to
represent the
distributive property
in mathematical
reasoning.
d. Recognize area as
additive. Find areas
of rectilinear figures
by decomposing
them into nonoverlapping
rectangles and
adding the areas of
the non-overlapping
parts, applying this
technique to solve
real world problems.
Geometric
measurement:
recognize
perimeter as an
attribute of plane
figures and
distinguish
between linear and
area measures.
3.MD.8 Solve real
world and
mathematical
problems involving
perimeters of
polygons, including
finding the perimeter
given the side
lengths, finding an
unknown side length
and exhibiting
rectangles with the
same perimeter and
different areas or
with the same area
and different
perimeters.
20142015
W.3.5: With
guidance and
support from
peers and adults,
develop and
strengthen writing
as needed by
planning, revising,
and editing.
(Editing for
conventions
should
demonstrate
command of
Language
standards 1-3 up
to and including
grade 3.)
W.3.6: With
guidance and
support from
adults, use
technology to
produce and
publish writing
(using
keyboarding skills)
as well as to
interact and
collaborate with
others.
W.3.7: Conduct
short research
projects that build
knowledge about
a topic.
W.3.8: Recall
information from
experiences or
gather information
from print and
digital sources;
take brief notes on
sources and sort
evidence into
provided
categories.
W.3.10: Write
routinely over
extended time
frames (time for
research,
reflection, and
20142015
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes,
and audiences.
End of Second Nine Weeks January
Third Quarter
1/19-1/23
MLK Holiday
19
Geometry

Changes
Civil War
1/26-1/30
20
Fractions

Changes
Civil War
Fractions

Changes
2/9-2/13
22
Fractions

Changes
Civil War
2/16-2/20
Presidents
Day
23
Fractions

Changes
Civil War
2/2-2/6
21
2/23-2/27
24
3/2-3/6
25
3/9-3/13
Snow Day
26
Civil War
Fractions
Plant Habitats and

Adaptations (22 days)
Moving into a New

Century (20th Century)
Spiral Review
Plant Habitats and

Adaptations
Moving into a New

Spiral Review
Plant Habitats and

Adaptations
Moving into a New

Plant Habitats and

Adaptations
Plant Habitats and
Moving into a New

Moving into a New
3/16-3/20
Measurement and Data
3/23-3/27
Story Structure
Summarize
Story Message
Infer/Predict
Dictionary/Glossary
Story Structure
Monitor/ Clarify
Point of View
Compare and Contrast
Authors Word Choice/ authors craft
Sequence of Events
Analyze/Evaluate
Suffixes er, -est
Authors Purpose
Questioning
Analyze Illustrations
Shades of Meaning (Connotation vs.
Denotation)
Text and Graphic Features
Infer/Predict
Analogies
Analyze/Evaluate
Suffix -ion
Irregular Verbs
Vowel
sounds in
spoon and
wood
Adverbs
Compound
Words
Adverbs that compare
Words with
ed, -ing
Making comparisons
Possessive nouns and
pronouns
Change y
to I to add
s, -es, -ed,
-ing
Suffixes ful,
-ly, -er
Opinion
Opinion
Informational
Prefixes reand unComplete Sentences
More, most, -er, -est
Abbreviations
Review Skills/ PASS Writing
PASS Writing
Cause/Effect
Contractions
Suffixes
less and
-ness
VCCV
pattern
No Spelling
Words with
PASS Prep
PASS Prep
PASS Writing
Informational
Adaptations
27
Standards
Reason with
shapes and their
attributes.
3.G.1 Understand
that shapes in
different categories
may share attributes,
and that the shared
attributes can define
a larger category.
Recognize
rhombuses,
rectangles, and
squares are
examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
the subcategories.
Geometric
measurement:
understand
concepts of area
and relate area to
multiplication and
to addition.
3.MD.5 Recognize
area as an attribute
of plane figures and
understand concepts
of area
measurement.
a. A square with side
length 1 unit, called
a unit square, is
said to have one
square unit of area,
and can be used to
measure area.
b. A plane figure
which can be covered
without gaps or
overlaps by n unit
squares is said to
have an area of n
square units.

demonstrate an
understanding of
Earth's composition
and the
changes that occur
to the features of
Earth's surface.
demonstrate an
structures,
characteristics,
and adaptations of
habitats.

demonstrate an
events that led to the
Civil War, the course
of the War and
Reconstruction, and
South Carolinas role
in these events.
demonstrate an
major developments
in South Carolina in
the late nineteenth
century and the
twentieth century.
Summarize
Homographs and Homophones
20142015
double
consonants
L.3.1: Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
i.
Explain the
function of
nouns,
pronouns,
verbs,
adjectives,
and adverbs
in general
and their
functions in
particular
sentences.
j.
Form and use
regular and
irregular
plural nouns.
k. Use abstract
nouns (e.g.,
childhood).
l.
Form and use
regular and
irregular
verbs.
m. Form and use
the simple
(e.g., I
walked; I
walk; I will
walk) verb
tenses.
n. Ensure
subject-verb
agreement.*
o. Form and use
comparative
and
superlative
adjectives
and adverbs,
and choose
between
them
RF.3.3a
Identify
and know
the
meaning of
the most
common
prefixes
and
derivationa
l suffixes.
RF.3.3c
Decode
multi
syllable
words.
RF.3.3d
Read
gradeappropriate
irregularly
spelled
words.
SL.3.1: Engage
effectively in a
range of
collaborative
and teacher-led)
with diverse
partners on grade
3 topics and texts,
building on others
ideas and
expressing their
own clearly.
d. Come to
discussio
ns
prepared,
having
read or
studied
required
material;
explicitly
draw on
that
preparati
on and
other
informati
on known
about the
topic to
explore
ideas
under
discussio
ns.
e. Follow
agreedupon
rules for
discussio
ns (e.g.,
gaining
the floor
in
respectful
ways,
listening
to others

3.MD.6 Measure
areas by counting
unit squares (square
cm, square m, square
in., square ft, and
improvised units).
3.MD.7 Relate area
to the operations of
multiplication and
addition.
a. Find the area of a
by tiling it, and show
that the area is the
same as would be
found by multiplying
the side lengths.
b. Multiply side
lengths to find areas
of rectangles with
whole number side
lengths in the context
of solving read world
and mathematical
problems, and
represent wholenumber products as
rectangular areas in
mathematical
reasoning.
c. Use tiling to show
in a concrete case
that the area of a
a and b + c is the
sum of a x b and a x
c. Use area models to
represent the
distributive property
in mathematical
reasoning.
d. Recognize area as
additive. Find areas
of rectilinear figures
by decomposing
them into non-
depending on
what is to be
modified.
p. Use
coordinating
and
subordinating
conjunctions.
Produce simple,
compound, and
complex sentences.
L.3.2: Demonstrate
command of the
conventions of
standard English of
capitalization,
punctuation, and
g. Capitalize
important
words in
titles.
h. Use commas
in addresses.
i.
Use commas
and quotation
marks in
dialogue.
j.
Form and use
possessives.
k. Use
conventional
spelling for
highfrequency
and other
studied words
and for
adding
suffixes to
base words
(e.g., sitting,
smiled, cries,
happiness).
l.
Use spelling
patterns and
generalization
s (e.g., word
families,
positionbased
spellings,
syllable
20142015
with care,
speaking
one at a
time
about the
topics
and texts
under
discussio
n).
f.
Ask and
answer
questions
to check
understa
nding of
informati
on
presente
d, stay on
topic, and
link their
comment
s to the
remarks
of others.
Explain their own
ideas and
understanding in
light of the
discussion
SL.3.3: Ask and
answer questions
about information
from a speaker,
offering
appropriate
elaboration and
detail.
SL.3.4: Report on
a story, or recount
an experience
with appropriate
facts and relevant,
speaking clearly at
an understandable
pace.
SL.3.5: Create
engaging audio
recordings of
stories or poems

overlapping
rectangles and
adding the areas of
the non-overlapping
parts, applying this
technique to solve
real world problems.
Geometric
measurement:
recognize
perimeter as an
attribute of plane
figures and
distinguish
between linear and
area measures.
3.MD.8 Solve real
world and
mathematical
problems involving
perimeters of
polygons, including
finding the perimeter
given the side
lengths, finding an
unknown side length
and exhibiting
rectangles with the
same perimeter and
different areas or
with the same area
and different
perimeters.
Develop
understanding of
fractions as
numbers.
3.NF.1 -Understand a
fraction 1/b as the
quantity formed by 1
part when a whole is
portioned into b
equal parts;
understand a fraction
a/b as the quantity
formed by a parts of
size 1/b.
3.NF.2- Understand a
fraction as a number
on the number line;
patterns,
ending rules,
meaningful
word parts) in
writing words.
Consult reference
as needed to check
of language and its
conventions when
writing, speaking,
b. Choose words
and phrases
for effect.*
differences between
the conventions of
spoken and written
standard English.
conversational,
those that signal
we went looking for
them).
20142015
that demonstrate
fluid reading at an
understandable
pace; add visual
displays when
appropriate to
emphasize or
enhance certain
facts or details.
SL.3.6: Speak in
complete
sentences when
appropriate to
task and situation
in order to provide
requested detail
or clarification.
(See grade 3
Language
standards 1 and 3
for specific
expectations.)
W.3.1: Write
opinion pieces on
familiar topics or
texts, supporting a
point of view with
reasons.
d. Introduce
the topic
or book
they are
writing
about,
state an
opinion,
and
create an
organizati
onal
structure
that lists
reasons.
e. Provide
reasons
that
support
the
opinion.
f.
Use
linking
words
and

represent fractions
on a number line
diagram.
a. Represent a
fraction 1/b on a
number line diagram
by defining the
interval from 0 to 1
as the whole and
partitioning it into b
equal parts.
Recognize that each
part has size1/b and
that the endpoint of
the part based at 0
locates the number
1/b on the number
line.
b. Represent a
fraction a/b on a
number line diagram
by marking off a
lengths 1/b from 0.
Recognize that the
resulting interval has
size a/b and that its
endpoint locates the
number a/b on the
number line.)
Reason with
shapes and their
attributes.
3.G.2-Partitiion
shapes into parts
with equal areas.
Express the area of
each part as a unit
fraction of the whole.
Develop
understanding of
fractions as
numbers.
3.NF.3 Explain
equivalence of
fractions in special
cases, and compare
fractions by
reasoning about their
20142015
phrases
(e.g.,
because,
therefore,
since, for
example)
to
connect
opinion
and
reasons.
Provide a
concluding
statement or
section.
W.3.2: Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.
d. Introduce
a topic
and
group
related
informati
on
together;
include
illustratio
ns when
useful to
aiding
compreh
ension.
e. Develop
the topic
with
facts,
definition
s, and
details.
f.
Use
linking
words
and
phrases
(e.g.,
also,
another,
and,

size.
a. Understand two
fractions as
equivalent if they are
the same size, or the
same point on the
number line.
b. Recognize and
generate simple
equivalent fractions.
Explain why the
fractions are
equivalent
c. Express whole
numbers as fractions,
and recognize
fractions that are
equivalent to whole
numbers.
d. Compare two
fractions with the
same numerator or
the same
denominator by
reasoning about their
size. Recognize that
comparisons are
valid only when two
fractions refer to the
same whole. Record
the results of
comparisons with the
symbols >, <, or =,
and justify the
conclusions.
Solve problems
involving
measurement and
estimation of
intervals of time,
liquid volumes,
and masses of
objects.
3.MD.1 Tell and
write time to the
nearest minute and
measure time
intervals in minutes.
20142015
more,
but) to
connect
ideas
within
categorie
s of
informati
on.
Provide a
concluding
statement or
section.
W.3.3: Write
narratives to
develop real or
imagined
experiences or
events using
effective
technique,
and clear event
sequences.
d. Establish
a
situation
and
introduce
a narrator
and/or
character
s;
organize
an event
sequence
that
unfolds
naturally.
e. Use
dialogue
and
descriptio
ns of
actions,
thoughts,
and
feelings
to
develop
experienc
es and
events or

Solve word problems
involving addition
and subtraction of
time intervals in
minutes.
Solve problems
involving
measurement and
estimation of
intervals of time,
liquid volumes,
and masses of
objects.
3.MD.2 Measure
and estimate liquid
volumes and masses
of objects using
standard units of
grams (g), kilograms
(kg), and liters (l)
[excludes compound
units such as cm3 and
finding the geometric
volume of a
container]. Add,
subtract, multiply or
divide to solve onestep word problems
involving masses or
volumes that are
given in the same
units.
Represent and
interpret data.
3.MD.3 Draw a
scaled picture graph
and a scaled bar
graph to represent a
data set with several
categories. Solve
one- and two-step
how many more
and how many less
problems using
information
presented in scaled
bar graphs.
Represent and
interpret data.
3.MD.4 Generate
20142015
show the
response
of
character
s to
situations
.
f.
Use
temporal
words
and
phrases
to signal
event
order.
Provide a sense of
closure.
W.3.4: With
guidance and
support from
adults, produce
writing in which
the development
and organization
are appropriate to
task and purpose.
(Grade-specific
expectations for
writing types are
defined in
standards 13
above.)
W.3.5: With
guidance and
support from
peers and adults,
develop and
strengthen writing
as needed by
planning, revising,
and editing.
(Editing for
conventions
should
demonstrate
command of
Language
standards 1-3 up
to and including
grade 3.)
W.3.6: With
guidance and
support from
20142015
measurement data
by measuring lengths
using rulers marked
with halves and
fourths of an inch.
Show the data by
making a line plot,
where the horizontal
scale is marked off in
appropriate units
whole numbers,
halves or quarters.
adults, use
technology to
produce and
publish writing
(using
keyboarding skills)
as well as to
interact and
collaborate with
others.
W.3.7: Conduct
short research
projects that build
knowledge about
a topic.
W.3.8: Recall
information from
experiences or
gather information
from print and
digital sources;
take brief notes on
sources and sort
evidence into
provided
categories.
W.3.10: Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes,
and audiences.
End of Third Nine Weeks March
Fourth Quarter
4/6-4/10
Snow Day
28
Third Grade Science

Fair
Growth and Change

(Civil Rights)
4/13-4/17
29
Third Grade Science

Fair
Growth and Change

(Civil Rights)
4/20-4/24
30
PASS Review
Review of Concepts
PASS Review
Fact and Opinion

Word Roots
Understanding Character
Monitor/Clarify
Prefixes un- and disConclusions
Questioning
Commas in sentences
Prepositions
Correct Pronouns
Words with
ough and
augh
Words
ending with
er and -le
Words
beginning
IfThen
Curriculum Units
IfThen
Curriculum Units
IfThen
Curriculum Units
Compound Words
4/27-5/1
5/4-5/8
PASS Review
Review of Concepts
PASS
Review
Review of Concepts
PASS
PASS
PASS
PASS
Novel Study
Review
Review
Words
Novel Study
Review
Review
Words
Novel Study/ 3rd Grade Memories
Review
Novel Study/ Summer Poetry
Review
5/11-5/15
4 Grade Preview/Spiral
Review
Sharks!
5/18-5/22
4th Grade
Preview/Spiral Review
Sharks!
Famous South
Carolinian Research
Program Prep
5/25-5/29
Memorial Day
6/1-6/5
Half Days and
snow
day;workdays
Standards
4th Grade Preview/

Spiral Reivew
Summer Math
Sharks!
Sharks! Summer
Science!
State Symbols
Program this week!
State Symbols
Solve problems
involving
measurement and
estimation of
intervals of time,
liquid volumes,
and masses of
objects.

demonstrate an
understanding of
Earth's composition
and the
changes that occur
to the features of
Earth's surface.

demonstrate an
major developments
in South Carolina in
the late nineteenth
century and the
twentieth century.
3.MD.1 Tell and

write time to the
nearest minute and
measure time
intervals in minutes.
Solve word problems
involving addition
and subtraction of
time intervals in
minutes.
Solve problems
involving
measurement and
estimation of
intervals of time,
liquid volumes,
and masses of
objects.

demonstrate an
structures,
characteristics,
and adaptations of
habitats.

demonstrate an
understanding of
places and regions
and the role of human
systems in South
Carolina.
3.MD.2 Measure
and estimate liquid
volumes and masses
of objects using
with a- or
beReview
PASS Review
Famous South Carolinian
Research
Program Prep
th
L.3.1: Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
q. Explain the
function of
nouns,
pronouns,
verbs,
adjectives,
and adverbs
in general
and their
functions in
particular
sentences.
r.
Form and use
regular and
irregular
plural nouns.
s. Use abstract
nouns (e.g.,
childhood).
t.
Form and use
regular and
irregular
verbs.
u. Form and use
the simple
20142015
Spelling
Review
RF.3.3a
Identify
and know
the
meaning of
the most
common
prefixes
and
derivationa
l suffixes.
RF.3.3c
Decode
multi
syllable
words.
RF.3.3d
Read
gradeappropriate
irregularly
spelled
words.
IfThen
Curriculum Units
Integrated with SS
and Science Unit
research units
Integrated with SS
and Science Unit
research units
Integrated with SS
and Science Unit
research units
Integrated with SS
and Science Unit
research units
SL.3.1: Engage
effectively in a
range of
collaborative
and teacher-led)
with diverse
partners on grade
3 topics and texts,
building on others
ideas and
expressing their
own clearly.
g. Come to
discussio
ns
prepared,
having
read or
studied
required
material;
explicitly
draw on
that
preparati
on and
other
informati
on known
about the

standard units of
grams (g), kilograms
(kg), and liters (l)
[excludes compound
units such as cm3 and
finding the geometric
volume of a
container]. Add,
subtract, multiply or
divide to solve onestep word problems
involving masses or
volumes that are
given in the same
units.
Represent and
interpret data.
3.MD.3 Draw a
scaled picture graph
and a scaled bar
graph to represent a
data set with several
categories. Solve
one- and two-step
how many more
and how many less
problems using
information
presented in scaled
bar graphs.
Represent and
interpret data.
3.MD.4 Generate
measurement data
by measuring lengths
using rulers marked
with halves and
fourths of an inch.
Show the data by
making a line plot,
where the horizontal
scale is marked off in
appropriate units
whole numbers,
halves or quarters.
(e.g., I
walked; I
walk; I will
walk) verb
tenses.
v. Ensure
subject-verb
agreement.*
w. Form and use
comparative
and
superlative
adjectives
and adverbs,
and choose
between
them
depending on
what is to be
modified.
x. Use
coordinating
and
subordinating
conjunctions.
Produce simple,
compound, and
complex sentences.
L.3.2: Demonstrate
command of the
conventions of
standard English of
capitalization,
punctuation, and
m. Capitalize
important
words in
titles.
n. Use commas
in addresses.
o. Use commas
and quotation
marks in
dialogue.
p. Form and use
possessives.
q. Use
conventional
spelling for
high-
20142015
topic to
explore
ideas
under
discussio
ns.
h. Follow
agreedupon
rules for
discussio
ns (e.g.,
gaining
the floor
in
respectful
ways,
listening
to others
with care,
speaking
one at a
time
about the
topics
and texts
under
discussio
n).
i.
Ask and
answer
questions
to check
understa
nding of
informati
on
presente
d, stay on
topic, and
link their
comment
s to the
remarks
of others.
Explain their own
ideas and
understanding in
light of the
discussion
SL.3.3: Ask and
answer questions
about information

frequency
and other
studied words
and for
adding
suffixes to
base words
(e.g., sitting,
smiled, cries,
happiness).
r.
Use spelling
patterns and
generalization
s (e.g., word
families,
positionbased
spellings,
syllable
patterns,
ending rules,
meaningful
word parts) in
writing words.
Consult reference
as needed to check
of language and its
conventions when
writing, speaking,
c. Choose words
and phrases
for effect.*
differences between
the conventions of
spoken and written
standard English.
conversational,
those that signal
20142015
from a speaker,
offering
appropriate
elaboration and
detail.
SL.3.4: Report on
a story, or recount
an experience
with appropriate
facts and relevant,
speaking clearly at
an understandable
pace.
SL.3.5: Create
engaging audio
recordings of
stories or poems
that demonstrate
fluid reading at an
understandable
pace; add visual
displays when
appropriate to
emphasize or
enhance certain
facts or details.
SL.3.6: Speak in
complete
sentences when
appropriate to
task and situation
in order to provide
requested detail
or clarification.
(See grade 3
Language
standards 1 and 3
for specific
expectations.)
W.3.1: Write
opinion pieces on
familiar topics or
texts, supporting a
point of view with
reasons.
g. Introduce
the topic
or book
they are
writing
about,

we went looking for
them).
20142015
state an
opinion,
and
create an
organizati
onal
structure
that lists
reasons.
h. Provide
reasons
that
support
the
opinion.
i.
Use
linking
words
and
phrases
(e.g.,
because,
therefore,
since, for
example)
to
connect
opinion
and
reasons.
Provide a
concluding
statement or
section.
W.3.2: Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.
g. Introduce
a topic
and
group
related
informati
on
together;
include
illustratio
ns when
useful to
20142015
aiding
compreh
ension.
h. Develop
the topic
with
facts,
definition
s, and
details.
i.
Use
linking
words
and
phrases
(e.g.,
also,
another,
and,
more,
but) to
connect
ideas
within
categorie
s of
informati
on.
Provide a
concluding
statement or
section.
W.3.3: Write
narratives to
develop real or
imagined
experiences or
events using
effective
technique,
and clear event
sequences.
g. Establish
a
situation
and
introduce
a narrator
and/or
character
s;
organize
20142015
an event
sequence
that
unfolds
naturally.
h. Use
dialogue
and
descriptio
ns of
actions,
thoughts,
and
feelings
to
develop
experienc
es and
events or
show the
response
of
character
s to
situations
.
i.
Use
temporal
words
and
phrases
to signal
event
order.
Provide a sense of
closure.
W.3.4: With
guidance and
support from
adults, produce
writing in which
the development
and organization
are appropriate to
task and purpose.
(Grade-specific
expectations for
writing types are
defined in
standards 13
above.)
W.3.5: With
guidance and
20142015
support from
peers and adults,
develop and
strengthen writing
as needed by
planning, revising,
and editing.
(Editing for
conventions
should
demonstrate
command of
Language
standards 1-3 up
to and including
grade 3.)
W.3.6: With
guidance and
support from
adults, use
technology to
produce and
publish writing
(using
keyboarding skills)
as well as to
interact and
collaborate with
others.
W.3.7: Conduct
short research
projects that build
knowledge about
a topic.
W.3.8: Recall
information from
experiences or
gather information
from print and
digital sources;
take brief notes on
sources and sort
evidence into
provided
categories.
W.3.10: Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
20142015
frames (a single
sitting or a day or
two) for a range of
discipline-specific
tasks, purposes,
and audiences.
Important Dates: Start 8/22; half days June 3, 4, 5; last day June 5
No School 9/2 (Labor Day), 10/17-18, 11/27-29 (Thanksgiving), 12/23-1/3 (Christmas Break), 1/17 & 1/20 (MLK), 2/17 ( Presidents Day), 4/14-18
(Spring Break), 5/26 (Memorial Day)
Makeup Days March 7, 10, June 6
PASS Testing PASS Writing March 18-19; PASS May 6-9
20142015
Procedures for Non-Instructional Routines

Student Records: All biological parents have the right to see student records. Please contact the teacher to make an
appointment. All grades are recorded in the grade book. Student records are kept in language folders, math folders, and
permanent records.
Conferences will be held at the end of the first quarter and at any time the parents or teacher deem necessary. The dates
on which Progress Reports and Report Cards will be sent home are as follows:
Progress Reports
September 23, 2013
December 2, 2013
February 20, 2014
May 5, 2014
Report Cards
October 31, 2013
January 23, 2014
April 1, 2014
June 10, 2014 (mailed)
End of Grading Period

October 25, 2013
January 16, 2014
March 26, 2014
June 5, 2014
Expectations for Student Behavior Refer to the student/parent handbook for school wide rules. Students are expected to
follow the expectations posted in the classroom. The Greenville County Schools Discipline code will also be enforced.
The school handbook, as well as classroom expectations and procedures, are discussed and practiced during the beginning of
school. These expectations and procedures are reviewed periodically throughout the year.
Buena Vista's school rules will be followed. The four basic rules are as follows:
1) Treat others with respect 2) Walk in the building 3) Move quietly in the hallways 4) Keep hands, feet, and other objects to
yourself.
Consequences for Violating Class and School Rules/Policies Individual Plan: If classroom expectations are not met,
problems will be handled on an individual basis. A Flip Card system will be used this year as follows:
GREEN: Ready to start the day (all students begin here each day)
YELLOW: Warning! Think about your actions. Lose 5 minutes of recess.
ORANGE: Lose 10 minutes of recess time AND silent lunch.
RED: Lose 10 minutes of recess AND silent lunch. Student will call parents and explain problem.
BLUE: Go to principal's office. *Serious offenses (fighting, weapons, etc.) will go directly to blue card and principal's office.
School Plan: Refer to the handbook.
Procedures and Routines: Students report to car holding no sooner than 7:25 am and will remain there until 7:45. Bus
students arrive no earlier than 7:15. Breakfast is served from 7:20-7:45 am. Students are to read quietly while waiting for the
school day to begin. The waiting area will remain a "quiet zone."
Snacks: If you choose to send a working snack for your child, please make it healthy and easy for the child to handle. Crackers,
pretzels, fruit, or cheese are some suggestions.
20142015
No early dismissals after 2:00 pm, please.

Homework Policy: Homework may be assigned every day. (Weekend assignments are avoided as much as possible.) Students
are expected to complete all homework. Homework time limit according to board policy.
Make-up Work Policy Refer to the student/parent handbook.
Attendance Policy: Refer to the student/parent Handbook.
Assessment: Grading Scale
93-100 A Excellent
85-92 B Above Average
77-84 C Average
70-76 D Below Average
69-Below U Unsatisfactory
Grading Philosophy
Differentiated and fair grading- The teacher takes into consideration all IEP, 504, ESOL and required accommodations as part
of fair/ differentiated grading. The teacher then makes note on the report card by adding a comment number or writing a note to
this affect.
Rubrics are used to give clear expectations to the student prior to the assignment. The teacher and/ or students create rubrics
to take the subjectivity out of grading and clarify the goal.
Student self assessment is use as a reflective tool in setting goals and holding the student accountable. They are not graded.
Extra credit is only used if offered to all students such as a bonus question at the end of the test.
Formative assessments are used to guide instruction such as grading class work assignments and are considered minor
assessments. Summative assessments are considered major assessments and are chapter tests and projects at the end of
instruction.
Journal entries are graded using a rubric for math, science, social studies and reading but are based on a specific task not
personal thoughts or entries.
Weighting grades, minor and major assessments are used as set be the school district.
In dealing with late work points are taken off only if the student is aware that this will occur prior to the assignment.
Re-doing work for full credit is used in conjunction with fair grading. The students are given full credit when no additional
instruction on the content is provided and if all students are given this opportunity. If additional time, teaching, studying is given
the students will be given the opportunity to re-do work but an average of both grades are assigned.
Setting up the grade book is done based on the district weighting system.
Alternative assessments are given as needed based on fair grading and rubric plan.
Assessment Procedures All teachers use the district elementary grade weighting system.
20142015
Communication with Parents: Tuesday Folders will be sent home weekly with curriculum updates. Weekly folders, teacher
websites, parent notes, e-mails, phone calls and conferences are frequent means of communication.

2014-15 Syllabus

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BUENA VISTA ELEMENTARY SCHOOL

Third Grade Syllabus

Pacing Schedule subject to change.

Calendar Math and

Earths Land (15 days)

Third Grade Syllabus

Get Started Review

Place Value and

Place Value and

Sound (16 days)

Animal Habitats and

Animal Habitats and

Animal Habitats and

Place Value and

Animal Habitats and

Use place value

3-1 The student will

3-1: The student will

3.NBT.1 -Use place

3-2: The student will

Third Grade Syllabus

how motion and

poetry with accuracy, appropriate

Third Grade Syllabus

search tools (e.g., keywords,

RL.3.5 Refer to parts of stories,

Use place value

*RL.3.10 By the end of the year,

Third Grade Syllabus

read and comprehend literature,

Third Grade Syllabus

Third Grade Syllabus

Animal Habitats and

Heat and Changes in

Colony to State and

Heat and Changes in

Colony to State and

Heat and Changes in

Colony to State and

Heat and Changes in

Colony to State and

Main Idea and details

Third Grade Syllabus

Motion (21 days)

Colony to State and

Colony to State and

Colony to State and

Adjectives and Articles

Earths Materials and

Adjectives that compare

Earths Materials and

Text and graphic features

Verb be and helping

3-2: The student will

3-2: The student will

RL.3.1 Ask and answer questions

Third Grade Syllabus

successive part builds off earlier

Form and use

Third Grade Syllabus

text (e.g. comparison,

RF.3.4a Read on-level text with