3rd Grade - Gateway 2

The materials reviewed for Grade 3 meet the criteria for Indicator 2b.

The materials include opportunities for students to respond to high-quality questions and tasks in writing or discussion. Many questions and tasks focus on the main idea and details, word choice, and structure of the text. In each lesson, text-dependent questions are sequenced to increase an in-depth knowledge base of the key ideas and themes presented in texts. The majority of the text-dependent question sequences occur in the Engaging with the Text sections in each lesson. All of the texts, questions, and associated tasks build student knowledge to answer the Essential Questions that guide each unit. 

For most texts, students analyze key ideas and details according to grade-level standards. For example:

• In Literature Unit 2, Lesson 15, students read “The Happy Man’s Tunic,” an excerpt from Tales Our Abuelitas Told, A Hispanic Folktale Collection and answer a series of questions that require them to analyze key ideas and details: “Whose perspective changes in the story? Why do you think so? What is the shepherd’s perspective on what makes him truly happy? How is that different from other characters in the story?”

• In Science and Social Studies and Science Unit 2, Lesson 10, students read an excerpt from The Wampanoag (A True Brook: American Indians) and answer questions about key ideas and details: “What were the Three Sisters? Why were they important to the Wampanoag? Why were Sachems an important part of a Wampanoag tribe?”

• In Science and Social Studies Unit 4, Lesson 11, students are asked questions that require students to analyze key ideas and details: “How were tribal languages used to convey messages?” and “How were messages sent?”  

• In Literature Unit 5, Lesson 3, students answer a series of questions: “How does Goose influence Wilbur? Does he have a positive or negative influence? How do you know? How does Wilbur initially feel about his ‘freedom’? What details does the author include to help readers better understand how he feels?”

For most texts, students analyze craft and structure (according to the grade-level standards). For example:

• In Science and Social Studies Unit 1, Lesson 5, students analyze the text features and images in Eye Wonder: Ancient Wonder. For each section of the text, students answer the questions: “What do all of the pictures and illustrations show about the Roman army? How are they connected? Why does the author include each picture?”

• In Literature Unit 3, Lesson 3, after reading “The Oak and the Linden Tree” from Classic Starts: Roman Myths, students answer: “Why is the chapter titled ‘The Oak and the Linden Tree’?” 

• In Literature Unit 4, Lesson 1, the Target Task states, “The author uses the language ‘have fun with her’ multiple times in the chapter. Why does the author repeat the phrase multiple times? How does it relate to the author’s description of each character?”

• In Science and Social Studies Unit 4, Lesson 6 students answer:“Why does the author include the section on Master Jone’s Map? How does this help a reader better understand where the Pilgrims finally settled?”

The materials reviewed for Grade 3 meet the criteria for Indicator 2c.

The materials contain questions and tasks that require students to analyze individual and multiple texts. In both Literature and Science and Social Studies units, lessons include a set of Key Questions to build knowledge around the unit topic. As the units progress, questions build to support various tasks and, by the end of most units, students compare the unit texts. The majority of questions are text-dependent or text-specific. Furthermore, tasks enhance the students’ knowledge base of the unit topic through questions, discussions, writing prompts, and at times, research. Within most units, there are multiple texts that offer varying perspectives and viewpoints while continuing to build knowledge of the unit topic or theme. Most questions are aligned to the standards, and the majority of units provide opportunities for students to gather information and analyze across multiple texts. 

Most sets of questions and tasks support students’ analysis of knowledge and ideas. For example:

• In Social Studies and Science Unit 2, Lesson 6, after reading Pilgrims: A Nonfiction Companion to Magic Tree House #27 by Mary Pope Osborne, students answer questions that build knowledge: “How did the men, women, and children respond to being on land? Why? What happened when explorers explored Cape Cod? Why did the Pilgrims like Plymouth? Explain. What has happened to Plymouth Rock? Why?” In Lesson 9, students continue reading the same text and answer additional questions: “How did the Wampanoag depend on the environment for survival? What do Wampanoag celebrations show about what the Wampanoag value? Why?” 

• In Literature Unit 3, Lesson 1, after reading part of Classic Starts: Roman Myths by Diane Namm, students respond to the question, “Describe two of the twelve major gods or goddesses who were honored and worshipped in ancient Rome.” Prior to answering this question in writing, students discuss questions, such as “What was each god known for?” 

• In Social Studies and Science Unit 4, Lesson 12, students read from the website, “Native Words, Native Warriors” by Smithsonian National Museum of the American Indian, and watch the videos, “2013 Honors: Chester Nez,” “National Navajo Code Talkers Day,” and “Navajo Code Talkers Honored in New York,” to answer the Target Task Writing Prompt: “Why is it important to honor and remember Chester Nez and the other Code Talkers?” Prior to this writing task, students answer questions: “Why were the Code Talkers not recognized until 1968? In what ways are the Navajo Code Talkers recognized now?”

• In Literature Unit 5, Lesson 14, after reading Chapter 12 of Charlotte’s Web by E.B. White, students answer: “How have the animal’s relationships with Wilbur changed? Why?” Prior to answering this question in writing, students answer, “How does Templeton feel about helping at first? Why does he change his mind?”

Sets of questions and tasks provide opportunities to analyze across multiple texts. For example:

• In Science and Social Studies Unit 1, Lesson 19, students answer the writing prompt: “Both Eye Wonder: Ancient Rome and Ancient Rome and Pompeii: A nonfiction Companion to Magic Tree House teach facts about ancient Rome. Compare and contrast the most important key details presented in both texts.” Prior to the writing prompt, the students close read a portion of each text and then answer: “What information was the same in both texts? What information was different? Why?”

• In Literature Unit 2, Lesson 16, students answer the writing prompt: “Tales Our Abuelitas Told is a collection of folktales with similar messages/lessons and characters. What messages/lessons are present across the different folktales?” Prior to this, students work in pairs to discuss the lesson of each of the folktales and then participate in a jigsaw discussion for each of the folktales. 

• In Literature Unit 4, Lesson 30, students discuss Garvey’s Choice by Nikki Grimes and The Hundred Dresses by Eleanor Estes. They “compare and contrast Maddie and Garvey’s experiences with bullying and self-image.” Prior to the discussion, students spend 5-10 minutes gathering evidence they can use to answer the question. 

• In Science and Social Studies Unit 5, Lesson 11, students use information from What is Religion? by Bobbie Kalman and One World, Many Religions: The Ways we Worship by Mary Pope Osborne to answer the writing prompt: “What do both authors want a reader to know and understand about the key beliefs and aspects of Christianity?” Before answering the question, students work in partnerships to answer questions: “What details did both authors include? What details are necessary for understanding the history of Christianity? Which details are necessary for understanding how Christianity is practiced?”

The materials reviewed for Grade 3 meet the criteria for Indicator 2d.

The materials include culminating tasks at the end of each unit that requires students to demonstrate knowledge of the unit topic and mastery of the unit skills. To prepare students for the culminating task, similar tasks or questions are provided throughout the unit. Culminating tasks are varied across the school year. While the majority of culminating tasks include a writing component, they also give students the opportunity to demonstrate their knowledge of the unit topic and understanding of multiple standards through integrated skills including reading, researching, speaking, and listening. Most, but not all, culminating tasks require students to utilize information from unit texts or sources across the unit for completion. Some culminating tasks ask students to write about their own experience or beliefs, though students study literature and character development and use that knowledge to complete the culminating task. 

Culminating tasks are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). For example:

• In Literature Unit 1, Lesson 20, after students have read and studied the novels My Name is Maria Isabel by Alma Flor Ada and Make Way for Dyamonde Daniel by Nikki Grimes, students “write a story about an experience” that has shaped who they are. Prior to beginning the writing task, the teacher tells “students that Dyamonde and Maria Isabel learned something about themselves after they faced a problem.” This task incorporates reading, writing, speaking, and listening. 

• In Literature Unit 4, Lesson 32, students use what they learned about bullying and tolerance in the unit to write an opinion from the prompt, “We’ve learned that bullying is hurtful and wrong. Write a letter to your principal to describe one way he or she should prevent bullying at your school. Before sending your letter, make sure it includes: your opinion, reasons that support your opinion, transition words to connect your reasons, and a concluding statement. Then, address an envelope and mail the letter to your principal.” Students use the unit texts to brainstorm ways they and the principal can prevent bullying in their school. 

• In Science and Social Studies Unit 2, Lesson 24, after students have read multiple texts on the Native American perspectives on Thanksgiving, students complete additional research in order to write a children’s book. Teachers begin the culminating task by asking what students may want to include in their books about the first Thanksgiving,  given what they learned. 

• In Science and Social Studies Unit 4, Lesson 17, students create a researched presentation about a recent Indigenous hero. Over six days, students research, write, and then share what they learn in their research. 

The materials reviewed for Grade 3 meet the criteria for Indicator 2e.

The materials in both Literature and Science and Social Studies units provide opportunities to help students achieve grade-level proficiency in writing by the end of the year. The Teacher Tools includes instructional strategies for teachers to utilize when providing explicit instruction and facilitating student practice throughout each stage of the writing process. Writing lessons incorporate a myriad of instructional strategies outlined in the Teacher Tools document. In each unit, the demands increase exponentially. At the onset of the academic year, the units focus on quality sentences and paragraph writing and gradually build throughout the year toward proficiency with essays. The use of evidence also evolves from students using direct quotations to citing and paraphrasing evidence. The Enhanced Lesson Plans ensure that students receive explicit and sequenced instruction to aid in developing grade-level writing techniques followed by ample time for practice. 

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. For example:

• In the Literature Units, writing instruction aligns to the standards for Grade 3. In Units 1-4, one of the core writing standards is W.3.3 as students learn to write narratives. In Units 2-5, W.3.1 is featured as a core writing standard as students write opinion pieces. In Science and Social Studies Units, all of the units focus on W.3.2 as students write informative pieces. They also focus on W.3.7 and W.3.8 as students research in order to effectively write the informative pieces. Students complete on-demand writing throughout the units in response to their reading that prepares them for the final writing task for the unit. All writing standards are covered over the course of the year.  

• In Literature Unit 1, students focus on crafting strong sentences throughout the unit in preparation for the narrative writing at the end of the unit. Writing Focus Areas for the unit are identified in the Unit Launch. In Lesson 10, students explore the difference between a fragment and a complete sentence and practice drafting complete sentences. All on-demand Target Task writing continues to reinforce this strategy prior to the final process writing at the end of the unit. In Lesson 20, students spend 6 days writing a story about an experience that shaped who they are. Days 3-6 focus on revision and editing. On Day 3, they learn more about different types of sentences, building on to the work they did in lesson 10 to understand what makes a complete sentence and students revise their writing to add different types of sentences. In Day 4 students revise the end of their stories, Day 5 they revise sentences to add more details, and Day 6 they edit for spelling. Students write daily in Fishtank ELA, but 7 lessons throughout Unit 1 focus on process writing, with 4 focusing on revision, and editing.

• In Science and Social Studies Unit 3, students focus on sentence and paragraph level focus areas. In Lesson 4, students continue to learn how to use subordinating conjunctions to craft complex sentences. In Lesson 5, students spend two days researching a topic, gathering details, sorting details, and creating a solid outline with time for revisions based on partner feedback. In Lesson 8, students learn how to use transitions words as they are drafting paragraphs. In Lesson 9, students spend two days researching a topic, gathering details, sorting details, creating a single paragraph outline, and then drafting with time for revisions based on feedback. In Lesson 12, students learn how to use transition words to show and time and sequence within paragraphs. Then in Lesson 13 students write a paragraph describing an animal’s life cycle, using what they have learned about sentences and transition words. In Lesson 16, students spend 3 days gathering, researching, and writing paragraphs to compare and contrast the life cycle of two organisms. Finally, in Lesson 22 students spend 4 days writing an opinion piece designing an animal and defending if it would survive. To complete the project, students use what they learned in all of the previous process writing lessons in the unit. There are 14 days in the unit dedicated to process-based writing all with opportunities for revision. 

• In Literature Unit 3, as identified in the Unit Launch, students continue to focus on sentence-level writing and narrative writing. In Lesson 8, students complete a 2-day narrative writing task about what happens when Hercules returns the golden apples to King Eurypterus. In this lesson students learn how to brainstorm narratives and include dialogue. Day two includes time for students to share their writing with partners and revise. In Lesson 13, students complete another 2-day narrative writing task describing how Psyche responds. Students build on what they learned in Lesson 8 about brainstorming and using dialogue to describe a character’s actions and on day two they revise their writing to add temporal words and dialogue. In Lesson 16, students complete another 2-day narrative writing task and begin to explore the use of precise verbs and adverbs. On day two, students return to what they wrote on day one to revise and add more precise adjectives. In Lesson 19 students have another opportunity to write a narrative continuation of a story and revise their writing to add superlative adjectives. In Lesson 22, students return to one of the stories they wrote in lessons 8, 13, 16, or 19 to revise and edit during a 2-day writing lesson. The process writing is sequentially built over the course of the unit, and 9 days are dedicated to process writing with opportunities for revision and editing.

• In Science and Social Studies Unit 4, as identified in the Unit Launch, students continue to focus on sentence-level, paragraph-level and informational writing. In Lesson 5 students review how to elaborate on details in order to prove a particular point. In Lesson 7 students participate in a 2-day research project with time for revision based on peer feedback. In Lesson 17 students participate in a 6-day research project about a recent Indigenous Hero. On days one and two students research their individual using the Influential Indigenous People note-taking template that they had been using throughout the entire unit. On day three students use what they have learned in previous writing lessons to sort details, create a single paragraph outline, and then begin drafting a paragraph. On day 4 the teacher has a choice of which revision mini-lessons to add based on student data. After the mini-lesson students share their writing with a partner for further feedback and revision. On day 5 students revise their writing to add text features and graphics and on day 6 they present their writing. There are 9 days in the unit dedicated to process-based writing. 

• In Literature Unit 5, the Unit Focus Key Writing and Language Standards provides guidance for teachers including “at this point it is assumed that students are able to outline and write strong single-paragraphs. Building on their understanding of single paragraph structure, students begin outlining a multiple paragraph essay. The focus of this unit is on learning how to break a prompt into multiple paragraphs and creating an outline that matches. In Unit 6, students will focus on drafting multiple paragraph essays.”

• In Science and Social Studies Unit 5, as identified in the Unit Launch, students continue to work on sentence-level, paragraph-level, and informational writing focus areas. In Lesson 3 students gather information on day one and then on day two learn how to write complex sentences using the information they gathered prior to drafting paragraphs. In Lesson 7, Lesson 11 and Lesson 15 students have a chance to use what they learned in Lesson 3 to practice drafting paragraphs. In Lesson 16 students have 2-days to gather research using the note-taking template they learned how to use in previous lessons. In Lesson 17 students spend 5-days writing a report based on the research they did in Lesson 16. Since this is the final writing project of the course, teachers are directed to add revision and editing based on student needs. There are 11 days in this unit dedicated to process writing. 

Materials include a variety of well-designed guidance, protocols, models, and supports for teachers to implement and monitor students’ writing development. For example:

• The ELA Teacher Tools includes a link to a variety of guidance and support for teachers to implement writing in Grade 3. These include: 

  • Monitoring Student Writing Progress provides guidance on determining what skills should be taught by looking at previous lessons and student data. Teacher guidance includes maintaining a tracking system of student progress in writing throughout the year from assignment to assignment.

  • Writing Structures and Frameworks provides teacher guidance and protocols for teaching specific writing structures and frameworks including brainstorming and note-taking organizers, such as a Narrative Writing Brainstorm Template,  a Single Paragraph Outline, and Multiple Paragraph Outline. In addition, this section outlines that sentence level instruction is based off of The Writing Revolution by Judith C. Hochman and Natalie Wexler. 

  • Instructional Strategies for Writing Lessons provides multiple instructional strategies that teachers can use in implementing writing lessons. These strategies include Think Aloud, Teacher Model Writing, Analysis of an Exemplar, Analysis of a Non-Exemplar, Group Practice, Quick Practice, Analysis of Student Work, and Independent Practice.

  • Giving Writing Feedback provides information on how feedback should be given to students in each lesson including conferences, whole-class feedback, and peer feedback. There are also guides for how teachers can respond to common challenges at the sentence level, the paragraph level, for narrative writing, and informational writing.

  • Writing Rubrics provides rubrics for teacher use for each type of writing.

The materials reviewed for Grade 3 meet the criteria for Indicator 2f.

The materials include opportunities for students to analyze topics, through research by using reading, writing, speaking and listening, and language skills throughout the academic year. The majority of short and extended research tasks occur in the Science and Social Studies units. A few lessons in the Literature units require students to analyze informational texts or multimedia sources to learn more about topics addressed in the texts. Students perform research tasks based on single and multiple texts and are encouraged to take notes or utilize graphic organizers. Students use the research to write, debate, discuss, or illustrate their learning. 

Research projects are sequenced across a school year to include a progression of research skills that build to mastery of the grade-level standards. For example: 

• In Science and Social Studies Unit 1, Lesson 22, students pick a topic about ancient Rome and use the research process to learn more. Students learn to research based on a topic they want to learn more about, categorize their information, and use text features to share their information in the form of an informational brochure. For this first research project, the teacher provides more scaffolding around narrowing the topic to assure students remain in alignment with the knowledge-building of the unit. On Day 1 of the research process, a template is provided for students to use as they brainstorm and select a single topic. On Day 2, the teacher helps students sort and categorize the details they found in their research. On Day 3, the teacher models the use of text features (including headings, illustrations, and captions) within a research report to help the reader better understand the topic. On the final day of the research project, students work to combine sentences and to revise their work to correct any spelling errors.

• In Science and Social Studies Unit 2, Lesson 24, students research and write a children’s book about the true story of the first Thanksgiving. Students learn to set a purpose for research and create a plan, use notes to group ideas and evidence, and use text features. Students use unit texts to complete the project. The pattern for the research is similar to the first unit, with students engaging in a brainstorming activity, this time deciding whether they will use description or cause and effect for their structure. The teacher helps to narrow the potential topics but reminds students to return to the questions and tasks completed throughout the unit for information to support their writing. On Day 2, the teacher works with students to understand how to create topic sentences under which they can organize the details they gathered in their research and brainstorming processes. They organize their paragraphs using a provided book template. On Day 3, students focus on writing both simple and complex sentences to describe key ideas in their research. Students revisit the use of headings to organize and clarify information. On Day 4, students engage in the editing and revision process. 

• In Social Studies and Science Unit 5, Lesson 17, students spend five days researching and writing a report describing the key aspects of Buddhism or Hinduism. Reports include a table of contents, clear paragraphs for each section, details from the text, and text features necessary to support comprehension. Students use new resources to complete the project. 

Materials support teachers in employing projects that develop students’ knowledge of different aspects of a topic. For example:

• In Science and Social Studies Unit 1, Lesson 22, after learning about Ancient Rome, students further their understanding of the topic by researching the Roman army and components of the army, Roman architecture, gladiators, bath houses, gods and goddesses, home life, entertainment, food, or Roman leaders. 

• In Literature Unit 3 Lesson 1, teachers split the class into groups and each group reads about one of the twelve major gods and goddesses who were honored and worshiped in ancient Rome. While reading, students fill in the boxes and bullets graphic organizer to track key details. After reading, students create a poster that conveys the key information about the god or goddess. The posters are referenced for the remainder of the unit.

Materials provide opportunities for students to conduct research projects that synthesize and analyze content tied to the topics under study as a part of the research process. For example:

• In Science and Social Studies Unit 2, students learn about the first Thanksgiving. On Day 1 student instructions state, “Instead of researching new information, this week they are going to use all their resources from the unit to write their own children’s book about the First Thanksgiving.” Students decide on a topic and then begin researching using one of the unit texts. 

• In Science and Social Studies Unit 3, Lesson 5, students spend two days engaging in a mini research project where they find out if all arthropods are exactly the same, and if all arthropods can survive in a variety of habitats. 

• In Science and Social Studies Unit 4, Lesson 17, the teacher explains “to students that they are going to be researching and learning about a variety of different Indigenous heroes.” Students pick a hero similar to the people they learned about in unit texts like Chester Nez and Wilma Mankiller.

The materials reviewed for Grade 3 meet the criteria for Indicator 2g.

The materials include instructional activities, student activities, assessments, and questions that are focused on grade level standards. Instructional activities encompass grade level standards and are the focus for the majority of instructional time. Students are engaged daily in discussions, text analysis, writing about texts or unit topics, or mid- and end-of-unit assessments, all of which align to Grade 3 standards. At the bottom of each lesson, it lists the core standards and the supporting or spiral standards. In addition, the lesson map lists the core standard. Every question on assessments indicates alignment to the appropriate standard. Materials also include a Standards Map that indicates when standards are addressed and spiraled in. 

Over the course of each unit, the majority of instruction is aligned to grade-level standards. For example: 

• In Literature Unit 2, the majority of instruction is aligned to grade-level standards. The major reading instruction focuses on the standards RL.3.2, RL.3.3., and RL.3.9. The major writing instruction focuses on W.3.1, and W.3.3. The unit also covers the speaking and listening standards SL3.1 and SL3.6 and the language standards L.3.1 and L3.4.  

• In Science and Social Studies Unit 4, the majority of instruction is aligned to the grade-level standards. The major of reading instruction focuses on standards RI.3.2, RI.3.3, RI.3.6, RI.3.7, and RI.3.9. The majority of writing instruction focuses on W.3.2, W.3.7 and W.3.8. The unit also covers the speaking and listening standard SL.3.1 and the language standards L.3.2 and L.3.6. 

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. For example: 

• In Science and Social Studies Unit 1, Lesson 14, students complete sentence stems based on Eye Wonder: Ancient Rome. The purpose of this task is not only to demonstrate knowledge of what life was like in Ancient Rome, but also to practice writing sentences using conjunctions. This aligns to the standards L.3.1 and RI.3.3. 

• In Literature Unit 2, Lesson 3, students read a story from Tales Our Abuelitas Told, A Hispanic Folktale Collection by F. Isabel Campoy and Alma Flora Ada. The Target Task question states, “What lesson is the author trying to teach in the story ‘The Bird of One Thousand Colors’?” After reading, students answer questions: “Who are the characters in this story? What is each of them like? What evidence does the author give us to show what they’re like? Who gets rewarded in this story? How do you know? What do you think that tells us about what the author wants us to learn? Why?” These align to the standards RL.3.2 and RL.3.3. 

• In Science and Social Studies Unit 4, Lesson 6, students read The People Shall Continue by Simon J. Ortiz. The Target Task writing prompt states, “What was the author’s purpose for writing The People Shall Continue? Provide two examples from the text to support your answer.” To help students with the task and to comprehend the text, students answer, “What did Simon J. Ortiz want readers to understand about Indigenous people and their values? What did Simon J. Ortiz want readers to understand about the impact settlers had on the People?” The questions and tasks in this lesson align to L.3.6, RI.3.3, RI.3.6, and SL.3.1. 

• In Literature Unit 5, Lesson 2, students read an excerpt from Charlotte’s Web and “analyze how the author uses the details of chapter two to deepen a reader's understanding of each family member's perspective of Wilbur,” which aligns to the standard RL.3.3. 

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. For example:

• The Science and Social Studies Unit 1, Cold Read Assessment questions include “How do the headings ‘Supportive Arches’ and ‘Unique Roads’ help readers better understand the information in the article?” which is aligned to RI.3.5 and “How does the information from ‘The Romans Gave Us’ build on to the information from ‘Rugged Roman Architecture’?” which is aligned to RI.3.9.

• The Literature Unit 2, Cold Read Assessment has questions aligned to RL.3.4, RL.3.1, RL.3.3, RL.3.2. For example, the question “What does Coyote do first in order to steal Fire from the skookums?” is aligned to RL.3.1. 

• In the Science and Social Studies Unit 3, Content Assessment, students “choose a group of animals to focus on” and they “describe at least two key characteristics of the group.” This aligns to RI.3.3, RI.3.7, RI.3.8, W.3.1, and L.3.6. 

• In the Literature Unit 5, Content Assessment, students answer the question, “What does Wilbur learn from his friendship with Charlotte?” to assess RL.3.2, RL.3.3, and L.3.6.

By the end of the academic year, standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. For example:

• RL.3.1, RL.3.2, RL.3.3, and RL.3.4 are covered as either core standards or supporting standards in all five Literature units. RL.3.2 and RL.3.3 are core standards in all units. 

• RI.3.1, RI.3.2, RI.3.3, RI.3.4, and RI.3.5 are covered throughout the five Science and Social Studies units. 

• W.3.1 and W.3.2 are covered in five of the Literature and Science and Social Studies Units.

• W.3.7 and W.3.8 are core standards in every Science and Social Studies unit. 

• Speaking and listening standards are addressed in every unit, especially SL.3.1, which is covered in every Literature and Science and Social Studies unit. 

• Language standards are core standards across the year. L.3.1 and L.3.2 are found in every unit in the program.

The materials reviewed for Grade 3 meet the criteria for Indicator 2h.

The materials include an implementation schedule that allows sufficient time to complete all components of the lessons and every unit in a given year. A schedule with time suggestions for each lesson is provided in the unit pacing guide. The plans explicitly state that there is time allowed for teachers to adjust lessons to meet the needs of their individual classrooms. Moreover, the total number of lessons can be completed in a traditional school year. Optional activities are present in the form of additional support to build knowledge, and enrichment activities align to the standards and enhance the daily objective. 

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. For example:

• The materials include an article with a sample daily schedule from 8:00-3:00 that includes the literature block, a math block, a specials block, a science and social studies block, another block for science or enrichment, independent reading, and time for a morning meeting and closing circle. Writing instruction is embedded within all Literature and Science and Social Studies units. 

• The Literature and Social Studies and Science lessons have three parts. According to the materials, the Building Knowledge and Skills section takes about 5 minutes, the Engage with the Text section takes about 30 minutes, and the Build Deeper Meaning section takes about 25 minutes. 

• The materials recommend that students participate in a 45 minute independent reading block each day. 

Suggested implementation schedules can be reasonably completed in the time allotted. For example:

• In Literature, there are 127 lessons with 146 instructional days. 

• In Social Studies, there are 108 lessons with 135 instructional days. 

• The materials state, “we intentionally did not account for all 180 school days to allow teachers to fit in additional review or extension, teacher-created assessments, and school-based events.” 

Optional tasks do not distract from core learning. Optional tasks are for either remediation or enrichment and can be integrated into the existing lesson plan. For example:

• In Literature Unit 3, Lesson 2, the lesson includes Opportunities for Enrichment support which states, “Have students make connections between what they learned in this myth about Jupiter and what they learned in lesson one. Do Jupiter's actions fit with the way he was described? Have students add additional information about Jupiter to the class chart created in lesson one and to their individual note taking templates.”

• In Science and Social Studies Unit 3, Lesson 3, students answer text-specific questions about an excerpt from What is the Animal Kingdom? (The Science of Living Things). The lesson includes an Additional Supports section that prompts teachers, “If students are struggling to use different text features to build meaning, pull a small group of students and read pages p. 14-15 with them. Push students to understand what information they learn from the diagrams and the labels, what the photographs show, and how to figure out the meaning of words in bold.”

Optional tasks are meaningful and enhance core instruction. For example:

• In Literature Unit 4, Lesson 17, students practice writing concluding sentences for an analytical response to The Hundred Dresses. The lesson includes Additional Supports and Opportunities for Enrichment sections that support and enhance the student writing experience. One additional support states, “Instead of having students brainstorm details that show the roles in the game, provide students with a list of key details.” One enrichment activity states, “Have students craft multiple different concluding sentences.”

• In Science and Social Studies Unit 5, Lesson 12, teachers have the option of showing the video, “Muslim Students in America” from teachingtolerance.org, to help students better understanding different teens’ experience with Islam in order to build backgorund knowledge.