Grade 3 Curriculum

Unit Pacing - 6 weeks (September - October)

In this unit, students will: 

• Use efficient math strategies to build fluency with basic addition and subtraction facts 
• Determine whether two expressions are equal 
• Write equations to represent one-step word problems 
• Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to fluently add and subtract within 100

Unit Pacing - 6 weeks (October - November)

In this unit, students will: 

• Solve word problems involving multiplication
• Represent problems involving multiplication using skip-counting, number lines, arrays, and ratio tables 
• Develop efficient strategies for multiplication facts through 10 × 10

Unit Pacing - 4 weeks (November - December)

In this unit, students will: 

• Continue to practice addition and subtraction 
• Round multidigit numbers and estimate their sums and differences 
• Add and subtract 2- and 3-digit numbers using algorithms and other methods 

Unit Pacing - 5 weeks (January - February)

In this unit, students will: 

• Tell time and calculate elapsed time
• Measure mass and volume to solve problems
• Model and compare fractions in different ways

Unit Pacing - 5 weeks (February - March)

In this unit, students will: 

• Solve multiplication and division problems 
• Investigate two different interpretations of division 
• Calculate the area of rectangles

Unit Pacing - 5 weeks (March - April)

In this unit, students will: 

• Describe and classify two-dimensional shapes, especially quadrilaterals 
• Calculate area and perimeter 
• Represent fractions as parts of a whole shape

Unit Pacing - 6 weeks (May - June)

In this unit, students will: 

• Develop and use strategies for multiplying by 11 and 12 
• Multiply 1-digit numbers by multiples of 10 
• Multiply 1-digit numbers by 2-digit numbers 
• Solve problems involving fractions

Unit Pacing - 5 weeks (Taught within STEM)

In this unit, students will: 

• Research bridge engineering and design 
• Design and build model bridges to meet specific criteria and constraints 
• Plan and carry out tests to find failure points and make improvements to their model bridges 
• Practice math skills developed earlier this year, including work with fractions, time and measurement, estimation, geometry, and multiplication

September - The workouts in September focus on place value with greater whole numbers, exploring multiplication, developing conversion skills, and laying the groundwork for algebraic thinking.

October - The focus shifts to place value up to millions, multidigit multiplication strategies, and the relationship between fractions and decimals.

November - Key learning focuses on elapsed time and measurement conversions (cups, quarts, gallons), along with continued place value and rounding work.

December - The emphasis is on the Function Machine (patterns/rules), area/factors/multiples, division strategies, and multiplying fractions by whole numbers.

January - A heavy focus is placed on division strategies (number line, arrays, ratio tables), fractions and decimals in the context of money, and geometry (similar figures/scaling).

February - This month concentrates on angles and geometric classification, decimals on the number line, and adding and subtracting fractions.

March - Major themes include equivalent fractions and the relationship between fractions and decimals, as well as complex geometry (pentominoes, line symmetry, parallel/perpendicular lines).

April - This month integrates measurement conversion (metric units) and data analysis (line plots) with fraction computation and area/perimeter.

May - The final month focuses on consolidating knowledge through advanced problems in geometry (symmetry, transformations), decimal/fraction computation, and metric conversions.

Unit 1 Knowledge - 18 Days (September)

Students explore classic tales from different parts of the world, including “The Wind in the Willows,” “Alice in Wonderland,” and “Mulan.” They study character development, themes, and narrative perspective, and they write text-based opinion paragraphs about those literary elements. Students review important foundational skills such as short and long vowel sounds, /r/-controlled vowels, /er/ and its spelling, and syllables with ‘le.’ Regarding grammar, students learn about adjectives, concrete and abstract nouns, and regular and irregular verbs. 

Writing Focus

Students have many opportunities to write for a variety of purposes, including a teacher-guided opinion paragraph that provides a review of the writing process and paragraph elements. Everyday writing involves short and extended responses requiring textual evidence and the use of graphic organizers to gather and categorize information. These activities offer students frequent collaboration, idea sharing, and feedback. Students also learn the difference between complete sentences and fragments, how to combine sentences, and how to write the four sentence types.

Overall Learning Outcomes: 

• Review short and long vowel sounds, /r/-controlled vowels, alternate spellings, and syllables with ‘le’ 
• Identify and use concrete and abstract nouns, regular and irregular verbs, and adjectives 
• Analyze characters, perspective, and point of view 
• Demonstrate understanding of plot and sequence 
• Identify themes in a text 
• Demonstrate understanding of key vocabulary 
• Draft, write, edit, and revise an opinion paragraph

Unit 1 Skills (September - November)

In Unit 1, students will revisit foundational reading and spelling concepts from Grade 2, focusing on blends, digraphs, and abbreviations. This unit includes a review of the short and long vowel sounds, emphasizing the open mouth and unobstructed airflow required to produce these sounds. Students will identify, read, and spell one-syllable, two-syllable, and multisyllable words, with an emphasis on closed syllables (e.g., pat) and open syllables (e.g., go).

The unit also introduces inflectional endings such as –s, –es, –ed, –ing, –er (comparative), and –est (superlative), alongside derivational endings –y, –er (noun), and –less. Students will practice transforming base words by understanding how these endings alter meanings and parts of speech, alongside relevant spelling changes (e.g., dropping the final ‘e,’ doubling consonants, and changing ‘y’ to ‘i’).

Students will develop their spelling and writing skills through exercises focused on target sound/spellings and morphemes. Dictation exercises will encompass multisyllabic words and various spelling patterns, enhancing students' ability to spell abbreviations and comprehend reading passages. Writing prompts are provided for each passage, along with a sharing routine, during which students discuss their writing and get feedback from peers.

Overall Learning Outcomes:

• Review and consolidate understanding of blends, digraphs, and abbreviations
• Identify, distinguish, and read closed and open syllables
• Integrate knowledge of inflectional and derivational endings in word usage
• Demonstrate correct spelling of multisyllabic words
• Spell and write abbreviations for titles, addresses, and time-related terms
• Engage in comprehension and writing exercises based on reading passages

Unit 2 Knowledge - 18 Days (October)

This unit continues students’ study of the natural world, explaining how scientists study and classify animals. Students apply their knowledge through text-based discussions, informal writing exercises, and formal informational writing assignments in which they use evidence to classify a particular vertebrate. Students also learn and practice alphabetizing words to the second and third letters, and they spell words with suffixes such as –ed, –ing, and –es. Students study grammar, reviewing nouns, verbs, adjectives, subjects, predicates, fragments, subject/object pronouns and their antecedents, run-on sentences, and compound sentences. They also study the prefixes un–, non–, re–, and pre–, and discuss how adding prefixes may change the meaning of a root word and the word’s part of speech. 

Writing Focus

Students engage in the writing process as they plan, draft, edit, revise, publish, and present an informative paragraph. They also combine and expand sentences through the use of appositives and conjunctions.

Overall Learning Outcomes:

• Classify animals as vertebrates or invertebrates and warm-blooded or cold-blooded 
• Review suffixes and root words 
• Alphabetize words to the second and third letter 
• Develop understanding of sentence structure and parts of speech 
• Determine subject pronouns, their antecedents, and object pronouns 
• Identify and apply prefixes 
• Demonstrate understanding of key vocabulary 
• Write an informative paragraph
   

Unit 2 Skills (November - January)

In Unit 2, students will build on their previous knowledge by revisiting key spelling concepts, focusing on separated digraphs, vowel teams, and alternative sound/spellings. Consonant sound review encompasses the hard and soft sounds of ‘c’ and ‘g,’ and words ending in /v/ and /j/, such as love and ridge. This unit introduces multiple-letter spellings for vowel sounds, including digraphs, trigraphs, and quadgraphs.

Students will identify, read, and spell one-syllable, two-syllable, and multisyllable words, with an emphasis on vowel-consonant-e (VCe) and vowel team syllables, in which two or more letters produce a single vowel sound.

Unit 2 also focuses on derivational endings –or and –ful, prefixes such as un–, re–, dis–, pre–, non–, mis–, im–, in–, sub–, and suffixes such as –ness, –ly, and –ous. Students will practice recognizing and applying these endings to modify words, enhancing their understanding of how spelling changes can influence meaning and usage.

Students will develop their spelling and writing skills through exercises focused on target sound/spellings and morphemes. Dictation exercises will encompass multisyllabic words and various spelling patterns, enhancing students' ability to spell abbreviations and comprehend reading passages. Writing prompts are provided for each passage, along with a sharing routine, during which students discuss their writing and get feedback from peers.

Overall Learning Outcomes:

• Recognize and apply separated digraphs and vowel teams in spelling
• Distinguish between hard and soft sounds of ‘c’ and ‘g’
• Identify, distinguish, and read VCe and vowel team syllables
• Integrate derivational endings, prefixes, and suffixes to alter word meanings
• Practice spelling and constructing sentences with target sound/spellings
• Engage in reading comprehension and written reflection exercises

Unit 3 Knowledge - 18 Days (October - November)

In this unit, students continue their study of poetry as they explore how poets find inspiration in nature and relationships. Students apply their knowledge of poetic devices and structures through text-based discussions, informal writing exercises in which they employ poetry elements, and formal writing assignments in which they write original poems. Students review nouns, verbs, adjectives, and adverbs, and also study reciprocal pronouns and possessive reciprocal pronouns. 

Writing Focus

Students use the writing process to plan, draft, revise, edit, publish, and present an original poem on the topic of seasons, places, people, or nature. They choose whether to write a rhyming or free verse poem, and incorporate two poetic devices into their writing. They generate, combine, and expand sentences using conjunctions.

Overall Learning Outcomes:

• Demonstrate understanding of key vocabulary 
• Define and identify poetry elements 
• Practice and apply poetry elements 
• Use textual evidence to analyze poetry 
• Identify and use reciprocal pronouns 
• Write an opinion paragraph 
• Write an original poem

Unit 3 Skills (January - April)

In Unit 3, students will expand their understanding of spelling patterns with a focus on r-controlled vowels, words with the schwa sound /ə/, and alternative sound/spellings. Building on their knowledge of long and short vowel sounds, students will delve into how ‘r’ modifies vowels like ‘a,’ ‘e,’ ‘i,’ ‘o,’ and ‘u,’ as well as certain vowel teams. The unit also reviews consonant sounds, addressing tricky spellings and digraphs, such as ‘s’ producing /sh/ (as in sugar) and silent letters such as ‘w’ in 'wh' (as in who). Students will explore how the schwa sound can be made by any vowel and occurs in combinations such as /ə/ + /l/.

This unit introduces the last two major syllable types: r-controlled and final stable syllables. R-controlled syllables feature a vowel followed by the consonant ‘r,’ modifying its sound, as seen in stair and barnyard. Final stable syllables include the /ə/ + /l/ sound combination, as in puzzle and national.

Students will advance their decoding and vocabulary skills by learning prefixes such as under–, over–, tele–, super–, uni–, trans–, micro–, fore–, pro–, intra–, and inter–, and suffixes such as –hood, –ment, –en, and –ist. They will practice the spelling and usage of these affixes in sentences, noting spelling changes required when adding them.
Students will develop their spelling and writing skills through exercises focused on target sound/spellings and morphemes. Dictation exercises will encompass multisyllabic words and various spelling patterns, enhancing students' ability to spell abbreviations and comprehend reading passages. Writing prompts are provided for each passage, along with a sharing routine, during which students discuss their writing and get feedback from peers.

Overall Learning Outcomes:

• Develop familiarity with r-controlled vowels and how they influence vowel sounds
• Identify and apply knowledge of schwa sounds in words
• Identify and read r-controlled and final stable syllables
• Decode words with tricky consonant spellings including silent letters
• Utilize prefixes and suffixes to modify and expand word meanings
• Construct sentences featuring target sound/spellings and morphemes
• Engage in reading comprehension and writing exercises

Unit 4 Knowledge - 18 Days (November - December)

Students dive into ancient Rome, exploring its culture and historical events. They read the legend of Romulus and Remus, centered around Rome’s founding, as well as several myths about Roman gods and goddesses. Students study the historical rise and fall of the Roman Empire, and they learn about key historical figures, such as Hannibal, Julius Caesar, and Augustus. Students review the spelling patterns of /r/-controlled vowels, irregularly-spelled words, and spellings of the sound /ee/. They also go over verb tenses, subject-verb agreement, and the verbs to be and to have—learning to change the spelling of verbs to match various subjects. Finally, students study the common suffixes –er, –or, –ist, –ian, –y, and –al to understand how suffixes change the meaning of root words and how they can change a word’s part of speech.

Writing Focus

Students engage in the writing process as they plan, draft, revise, edit, publish, and present an opinion piece about Rome’s most significant cultural contribution. They generate sentences using information and vocabulary from the Read-Alouds, and they combine and expand sentences using appositives and conjunctions.

Overall Learning Outcomes: 

• Identify the point of view of a text 
• Discuss the main idea, key details, and moral or lesson of a story 
• Review /r/-controlled vowels and learn spelling patterns for the /ee/ sound 
• Develop understanding of subject-verb agreement and correct verb tense usage 
• Identify and apply suffixes –er, –or, –y, –al, –ist, and –ian 
• Demonstrate understanding of key vocabulary 
• Write an opinion essay

Unit 4 Skills (May - June)

In Unit 4, students will enhance their reading and spelling skills by focusing on words containing the schwa sound /ə/, alternative sound/spellings, contractions, possessives, homophones, and homographs. This unit builds an understanding of the varied spellings that can produce the same sound. Students will practice reading and writing different spellings for the /shәn/ and /shәl/ sounds, as well as tricky spellings of the /ə/ and /oo/ sounds. Examples include tion (action), sion (mission), and tial (initial).

The unit delves into the complexities of the English language, exploring contractions (e.g., can’t), possessives (e.g., my dog's), homophones (e.g., hair/hare), and homographs (e.g., wind as both a noun and verb). Students will integrate their knowledge of sound/spellings to decipher these elements, particularly focusing on tricky consonant and vowel spellings.

Unit 4 also promotes an understanding of vowel-and-consonant syllabication patterns in multisyllabic words. Students will work with six major patterns such as VC/CV (e.g., fiction) and V/CV (e.g., humor), applying these patterns to divide words into syllables.

The unit further reviews prefixes such as mid–, post–, semi–, anti–, and multi–, suffixes like –tion, –sion, –scope, –able, –ible, and –ly, and roots including spect, meter/metr, port, mot/mov, form, phon/phone, dict, graph, and scrib/script. Students will explore how these affixes and roots alter word meanings and syntax.

Students will develop their spelling and writing skills through exercises focused on target sound/spellings and morphemes. Dictation exercises will encompass multisyllabic words and various spelling patterns, enhancing students' ability to spell abbreviations and comprehend reading passages. Writing prompts are provided for each passage, along with a sharing routine, during which students discuss their writing and get feedback from peers.

Overall Learning Outcomes:

• Recognize and spell words using various schwa sound/spellings
• Identify and use contractions, possessives, homophones, and homographs
• Apply syllabication patterns to divide and read multisyllabic words
• Integrate prefixes, suffixes, and roots to modify and understand word meanings
• Construct sentences featuring diverse sound/spellings and morphemes
• Engage in reading comprehension and extended writing exercises

Unit 5 - 18 Days (January)

Students explore astronomy and the universe by reading about the sun, planets, our moon, asteroids, comets, meteors, galaxies, and stars. They are also introduced to the concept of gravity and other scientific topics such as matter, light-years, and black holes. Finally, they learn about important figures in the history of space exploration, including Nicolaus Copernicus and Mae Jemison. 

Writing Focus

Students complete an informative writing project in which they describe a day in the life of an astronaut in space. After gathering information, taking notes, and organizing them, they use the writing process to plan, draft, revise, edit, and publish their work. While writing, students generate and combine sentences by using conjunctions and incorporating dependent clauses.

Overall Learning Outcomes: 

• Compare and contrast two things or ideas 
• Write informative paragraphs about the life of an astronaut 
• Identify cause and effect in a text 
• Demonstrate proficiency in dictionary skills by using guide words 
• Demonstrate understanding of singular and plural possessive nouns 
• Use quotation marks when writing dialogue 
• Review words with spelling patterns /j/, /n/, /ae/, /k/, and /s/
• Apply knowledge of suffixes to unfamiliar words in texts and other content 
• Demonstrate understanding of key vocabulary

Unit 6 - 18 Days (February)

In this unit, students read two theories about how people first arrived on the continent of North America. They discover how people lived when they first arrived, how they adjusted to different environments, and how—over time—they began to form tribes. In particular, students learn about groups of Native Americans who settled in the Greater Mississippi River areas as well as in the Southwest, Northeast, Southeast, and Arctic/Subarctic regions. Students review words with /ə/ and /sh/ + /ə/ + /n/, spelled ‘tion.’ They study possessive nouns and pronouns, plural possessive nouns not ending in ‘s’ or ‘es,’ and singular and plural possessive nouns. Students also learn the difference between the possessive pronoun its and the contraction it’s. Finally, they study word parts, including the suffixes –ish, –ness, –able, and –ible. 

Writing Focus

Students engage in various writing exercises for different purposes, such as maintaining a "unit dictionary," responding to prompts, crafting journal entries, and participating in collaborative activities. Students also write informational newspaper articles about local Native American communities. Additionally, they construct written responses, like cause and effect sentences, based on prompts from the Read-Alouds, and they expand sentences by incorporating independent clauses.

Overall Learning Outcomes: 

• Identify cause and effect relationships in a text 
• Use technology to conduct research and build background knowledge about local Native American tribes 
• Demonstrate understanding of key vocabulary 
• Review various spelling patterns for mastery 
• Identify possessive nouns and pronouns 
• Determine the meaning of adjectives and abstract nouns when suffixes are added to a known root word 
• Strengthen dictionary skills by determining the meaning of key words, the function of entry words, and the meanings of different homographs 
• Use linking words and phrases to connect facts, definitions, and details within a paragraph 
• Maintain a notebook containing definitions, sentences, and writing exercises that use Core Vocabulary words

Unit 7 - 18 Days (March)

This unit is based on the award-winning novel Stella Díaz Has Something to Say by Angela Dominguez. It introduces readers to Stella, a Mexican-American third grader who lives with her brother and mother near Chicago. The text follows Stella as she navigates her home and school life. Although the text is written in English, it contains some Spanish words and phrases because Stella’s family speaks Spanish at home. A Spanish glossary is provided for students to identify the meaning of Spanish words and phrases as they read. Throughout the unit, students learn about and practice using dialogue and temporal words. They also use a variety of graphic organizers to analyze character and plot development. 

Writing Focus

Students engage in the writing process as they plan, draft, revise, edit, publish, and present a fictional narrative. In addition, they generate one-sentence summaries and expand sentences using conjunctions and question words.

Overall Learning Outcomes: 

• Identify internal character traits and how characters’ actions contribute to the sequence of the novel 
• Use a glossary to determine the meaning of words and phrases 
• Recount character actions and events from the novel using temporal words 
• Use conjunctions and question words to expand sentences
• Use dialogue with correct punctuation 
• Plan, draft, revise, edit, publish, and present a fictional narrative

Unit 8 - 18 Days (March - April)

This unit immerses students in the study of the human body—covering the skeletal, muscular, and nervous systems as well as the roles of related body parts and organs. Students expand on what they learned in previous grades about the senses of sight and hearing, and they further explore the challenges people face when these senses are impaired. Students also engage in collaborative and independent writing, maintain a unit dictionary, use graphic organizers, and respond to prompts. 

Writing Focus

In this unit, students analyze the structure of a paragraph, including a topic sentence, supporting details, and a concluding sentence. They then practice writing properly structured paragraphs as a class. Finally, students generate declarative, interrogative, exclamatory, and imperative sentences based on information from the Read-Alouds.

Overall Learning Outcomes: 

• Use a KWL chart to organize information 
• Demonstrate understanding of key vocabulary 
• Demonstrate the ability to pluralize regular and irregular nouns 
• Understand and create sentences with correct subject-verb agreement 
• Write letters about the human body 
• Develop and order a topic sentence, details, and a concluding sentence in a paragraph with a title 
• Identify and use pronouns 
• Study prefixes dis–, mis–, un–, non–, re–, and pre–

Unit 9 - 18 Days (May)

This unit builds on students’ knowledge of rhythm and sound by exploring the vibrant music, poetry, and culture of the Jazz Age in the United States. Students discover how jazz was born in the American South and spread north as part of the Harlem Renaissance. They hear about the work of famous artists and writers like Louis Armstrong, Billie Holiday, and Langston Hughes along the way. Students are also introduced to later artists like Melba Liston, Tito Puente, and Miles Davis, who carried jazz's legacy into the modern age. 

Writing Focus

Students perform guided research to further explore both the history of jazz and how it influences the music of today. They then write a short research essay about a famous jazz musician and a short essay about a contemporary musician. They also practice generating and combining sentences. 

Overall Learning Outcomes: 

• Demonstrate understanding of key vocabulary 
• Determine the meaning of words in context 
• Review simple and compound sentences 
• Determine the key ideas of a text by evaluating its details
• Discuss and explain the author’s purpose 
• Compose a well-organized and focused informational essay