Reading Literary (RL)
Key Ideas and Details Key Ideas and Details
ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
external image images?q=tbn:ANd9GcQcTXA--CAl8K4uB5sTHGo1yVTVsDlu6w0t9wB_A_VHqbDa79SzVAMoral Storiesexternal image IdBmjONsrDWh5mvVCLwtZM-temp-upload.pouvrbft.175x175-75.jpgChildren Fairy Tale Story Booksexternal image mzm.rsogwmqf.175x175-75.jpgCountry Mouse and City Mouse
ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
external image images?q=tbn:ANd9GcQcTXA--CAl8K4uB5sTHGo1yVTVsDlu6w0t9wB_A_VHqbDa79SzVAMoral Stories
ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
external image 2474-1-cricket-magazine-for-kids.jpgCricket Magazineexternal image mzm.tqfzwopv.175x175-75.jpgFunny Kids Poems-YogiPlay

ELACC3RL6: Distinguish their own point of view from that of the narrator or those of the characters.
ELACC3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

external image mzl.qafueeye.175x175-75.jpgReading Rainbow

ELACC3RL8: (Not applicable to literature)
ELACC3RL9: 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).

external image 584711539x356.jpgReading Comprehension Common Core
ELACC3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
external image freebooks%2Bapp.jpgFreeBooks ( check out categories such as Fantasy: Grimms' Fairy Tales)

ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
external image EduShowIcon_brainpop.pngBrainPopexternal image BrainPOP-Jr-Movie-of-the-Week-big-icon_5361.jpgBrainPop Jr

ELACC3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELACC3RI3: 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.  Craft and Structure  Craft and Structure
ELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
ELACC3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently.
ELACC3RI6: Distinguish their own point of view from that of the author of a text.  Integration of Knowledge and Ideas  Integration of Knowledge and Ideas
ELACC3RI7: 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).

external image Capture.PNGMurky Reef Life
ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.  Range of Reading and Level of Text Complexity  Range of Reading and Level of Text Complexity
ELACC3RI10: 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

external image Scholastic+Storia+Logo.JPG


Reading Foundation (RF)
ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
external image phonics-genius.jpg Phonics Genius
ELACC3RF4: Read with sufficient accuracy and fluency to support comprehension.


ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

external image book-creator-for-ipad-icon-1vq4dk1.pngBook Creator for iPad external image mzl.webpolpi.175x175-75.jpg Strip Designer

external image idiary-ss1.jpgDiary for Kids
ELACC3W4: 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 1-3 above.)

ELACC3W5: 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.)

ELACC3W6: 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.

ELACC3W7: Conduct short research projects that build knowledge about a topic.

ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Speaking and Listening

ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
ELACC3SL2: Determine the main ideas and supporting details of a text read aloud or information ELACC3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
ELACC3SL5: 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.

story wheel.pngStory Wheel

ELACC3SL6: 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.)


ELACC3L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

external image images?q=tbn:ANd9GcQeChClMqapv-GqgwlN6tSzdRPZWZBcYG7HoHrfW1rQlddS8k075gPBTPsD5gPhrasal Verbs Machine external image 81UNbIrv1RL._SL500_AA300_.png Irregular Verbs Fun Deck

mzl_laixsrup_320x480-75.jpgShake-a-Phrase external image Grammaropolis.pngGrammaropolis

mad libs.jpgMad Libs - Parts of Speechsparklefish-logo.jpgSparkleFish

ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
imagesCACU6S2N.jpgMy Spelling Test
ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


math circus app.jpgMath Circusexternal image images?q=tbn:ANd9GcQAlguxxzFzJmv8HZKj8IIP9KlUCLjQCzKy6emF42ZtDMhUDEpCKwOperation Math Code Squad

Operations and Algebraic Thinking 3.0A
MCC3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
MCC3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 divided by 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 divided 8.
MCC3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 6 x 6 = ?. 
division.jpg Adventures Undersea Divisionace multiply.jpgAce Multiply Matrix external image 71xBfbYJJHL._SL500_AA300_.png squeebles times table

Understand properties of multiplication and the relationship between multiplication and division.
MCC3.OA.5 Apply properties of operations as strategies to multiply and divide.13 Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
MCC3.OA.6 Understand division as an unknown-factor problem. For example, find 32 divided 8 by finding the number that makes 32 when multiplied by 8.
external image 1159034.jpgDivision Match
external image mza_2670327753616723954.320x480-75.jpgsqueebles: division

Multiply and divide within 100
MCC3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40divided by 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
multiflash1.jpgMultiplication and Division Flash Actionbtc.jpgBeat The Computer external image images?q=tbn:ANd9GcRakXknu_5UxRN9SRA6hIRERVg7kfyiQihqkSzBrVbjs0hwOVsKMath Slide: multiplication & divis
external image images?q=tbn:ANd9GcROiNYkKxY5Pju_ztZFbIIrnjfpkjsmCEyGS3Ww9ECfFYUIxDcEMy Math images.jpgMatch-Up Mamzl_dghdznsf_175x175-75.jpgMath Tourexternal image Numbers_League.jpgNumbers League

external image images?q=tbn:ANd9GcR7nkAVpqVCB2EcGwdFZM5W-FDW8KOoRKUAniefhLpf8hDOO2TzVREWuDIMath Friendzy external image sushi_monsters.png Sushi Monsterexternal image mzl.wxezprta.175x175-75.jpg Math Ninja

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MCC3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.14
MCC3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Number and Operations in Base Ten 3.NBT

Numbers and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic.15
MCC3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
MCC3.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.
math board.jpg Math Board Operation.jpgOperation Math external image sushi_monsters.pngSushi Monster external image images?q=tbn:ANd9GcRJyftKepymYngHt8ayvs9bENls1Ps_PGqd7UHRErt3gQy3dQ-ZMath Slide: Place Value

MCC3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10.90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
Number and Operations- Fractions 3.NF

Develop understanding of fractions as numbers.
MCC3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
external image mzl.jxxedojd.175x175-75.jpgSplash Math 3rd HD
external image mzl.mwjvrrdx.480x480-75.jpgsqueebles:fractions

Pizza Fractions: Basic Conversions 1.3
Pizza Fractions: Basic Conversions 1.3

Pizza Fraction

MCC3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
external image mzl.ebmtwcvf.480x480-75.jpgFraction Monkeys
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 size 1/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.

MCC3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
external image mzi.anrxyobm.175x175-75.jpgMcGraw Hill Fractions external image mzl.ufssqmpx.pngBrain Nook Math

external image images?q=tbn:ANd9GcRzZ9jnxnhvfH-BYldjFXhfB9dEg1GZvQpI_voOQqLiiMpeaNezVersamate external image mza_837686600242992245.75x75-65.jpgNCTM equivalent fractions

Measurement and Data 3.MD
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
MCC3.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, e.g., by representing the problem on a number line diagram.
external image images?q=tbn:ANd9GcQc9OtwNLEN_NXW2pY81Oqz982kCg-wA2aEfL24h8Ie37IoN7h5OQTelling Time
MCC3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).17 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.18
Represent and interpret data.
MCC3.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 ghow many moreh and ghow many lessh problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MCC3.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.
external image mzl.ozbnraar.480x480-75.jpgReading the Ruler

Geometric Measurement: understand concepts of area and relate area to multiplication and to addition.
MCC3.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.
MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MCC3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Excludes compound units such as cm3 and finding the geometric volume of a container.
Excludes multiplicative comparison problems (problems involving notions of gtimes as muchh; see Glossary, Table 2).
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-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 non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

external image mzm.ltoangbt.pngGeoboard by the Math Learning Center

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
MCC3.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.
external image pCQdSNIalatqHYhSPPgtwg-temp-upload.qsilsbsx.480x480-75.jpgPerimeter: grade 3

Geometry 3.G
Reason with shapes and their attributes.
external image images?q=tbn:ANd9GcQq9qB-lFWc4-7akjBmdVkhLd35qnhBaYrF-WSVc65PvqYSy1iu5wPattern Blocks by Braining Camp

MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MCC3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.