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Lessons & Focus Skills 

First 9 Weeks Standards~Third Grade

English/Language Arts

  • 3-RL.5.1Ask and answer literal questions to determine meaning; refer explicitly to text to support inferences and conclusions.
  • 3-RL.6.1 Determine the theme by recalling key details that support the theme.
  • 3-RL.7.1 Explain how illustrations contribute to the mood or emphasize aspects of character or setting.
  • 3-RL.8.1 Use text evidence to: a. Describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot.
  • 3-RL.9.1 Identify and explain how the author uses idioms, metaphor, or personification to shape meaning and style.
  • 3-RL.12.1 Identify text structures of various genres using the terms paragraph, chapter, scene, and stanza; describe how each part transitions.
  • 3.RI.5.1 Ask and answer literal questions to determine meaning; refer explicitly to the text to support inferences and conclusions.
  • 3-RI.8.1 Explain how the author uses words and phrases to inform, explain, or describe.
  • 3-RI.9.1 Use paragraph-level context to determine the meaning of words and phrases,
  • 3-RI.9.4 Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.
  • 3-RI.10.1 State the author’s purpose
  • 3-W.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences; b. establish situation and introduce a narrator and/or characters; c. organize an even sequence that unfolds naturally; d. use dialogue and descriptions of actions, and feelings to develop experiences and events or show the response of characters to situations; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and ideas of others; f. use temporal words and phrases to signal order; g. use imagery, precise words, and sensory details to develop characters and convey experiences and events; and h. provide a sense of closure.
  • 3-W.4.1 When writing: a show knowledge of the function of nouns, pronouns, verbs, adjectives, and adverbs; b. form and use regular and irregular plural nouns; use abstract nouns; c. form and use regular and irregular verbs; i. produce simple, compound, and complex sentences.
  • 3-W.5.1Capatilize appropriate words in titles, historical periods, company names, product names, and special events.
  • 3-W.5.2 Use a. apostrophes to form contractions and singular and plural possessives; c. commas in locations and addresses.
  • 3-W.5.3 Use conventional spelling of high frequency words, previously studied words.
  • 3-W.5.4 Use spelling patterns and generalizations.
  • 3-C.1.1 Explore and create meaning through conversation and interactions with peers and adults.
  • 3-C.1.2 Participate in discussions; as questions to acquire information on a topic, text, or issue.


  • 3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations.
  • 3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90, using knowledge of place value and properties of operations.
  • 3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form.
  • 3.NSBT Compare and order numbers through 999,999 and represent comparison using the symbols >, <, or =.
  • 3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors and the product.
  • 3.ATO.2 Use concrete objects, drawings, and symbols to represent division without remainders and explain the relationship among whole number quotient and dividend.
  • 3.ATO.3 Solve real-world problems involving equal groups, area/array, number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown.
  • 3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.
  • 3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication, and division of whole numbers having whole number answers. Represent these problems using equations with a letter for the unknown quantity.
  • 3.ATO.9 Identify a rule for an arithmetic pattern

3rd Grade Science Pacing Guide 2014-2015 1st Nine Weeks

Standard 3.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

3.P.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.


Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs.


Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.


Plan and conduct scientific investigations to answer questions, test predictions and develop explanations: (1) formulate scientific questions and predict possible outcomes, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.


Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.


Use mathematical and computational thinking to (1) express quantitative observations using appropriate English or metric units, (2) collect and analyze data, or (3) understand patterns, trends and relationships.


Construct explanations of phenomena using (1) scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.


Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.


Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.

3.P.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.


Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.



Standard 3.P.2: The student will demonstrate an understanding of the properties used to classify matter and how heat energy can change matter from one state to another.


3.P.2A Conceptual Understanding: Matter exists in several different states and is classified based on observable and measurable properties. Matter can be changed from one state to another when heat (thermal energy) is added or removed.


Analyze and interpret data from observations and measurements to describe and compare the physical properties of matter (including length, mass, temperature, and volume of liquids).


Construct explanations using observations and measurements to describe how matter can be classified as a solid, liquid or gas.


Plan and conduct scientific investigations to determine how changes in heat (increase or decrease) change matter from one state to another (including melting, freezing, condensing, boiling, and evaporating).


Obtain and communicate information to compare how different processes (including burning, friction and electricity) serve as sources of heat energy.


Define problems related to heat transfer and design devices or solutions that facilitate (conductor) or inhibit (insulator) the transfer of heat.


 Grade 3 Social Studies Pacing Guide~First Nine Weeks  


Standard 3-1:    The student will demonstrate an understanding of places, regions, and the role of human systems in South Carolina. 




3-1.1    Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their climate, physical features, and natural resources.


3-1.2    Describe the location and characteristics of significant features of South Carolina, including landforms; river systems such as the Pee DeeRiver Basin, the SanteeRiver Basin, the EdistoRiver Basin, and the SavannahRiver Basin; major cities; and climate regions.


3-1.3   Explain interactions between people and the physical landscape of South Carolina over time, including the effects on population distribution, patterns of migration, access to natural resources, and economic development


Standard 3-2:    The student will demonstrate an understanding of the exploration and settlement of South Carolina.




 3-2.1    Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee.