Sample Pacing Guide (Grade 3)

September – October November – December January – February March – April May – June
Sentence Skills
• Punctuation / Capitalization of Continue previous sentence activities. Continue previous sentence activities. Continue previous sentence activities. Continue previous sentence activities.
First Word • Sentence Expansion • Appositives • Appositives • Sentence Combining
o Capitalize first word, proper o Expand kernel sentences with o Identify an appositive in a o Match an appositive to a noun or o Combine sentences using
nouns; use commas in a list; and appropriate Q words: who, what, sentence. noun phrase. appositives, pronouns, and
insert correct end punctuation. when, where, why, and how. o Match appositives to noun o Fill in blanks with appositives. conjunctions.
• Sentences Versus Fragments o Determine whether a specified phrases. o Given an appositive, write a
o Distinguish between a sentence part of a sentence tells who, • Transition Words and Phrases sentence.
and a fragment. what, when, where, why, and o Fill in correct transitions in o Given a topic, write a T.S. using
o Correct fragments. how. paragraphs with blanks an appositive.
o Identify and correct fragments • Sentence Combining o (time-sequence, illustration, • Transition Words and Phrases
and run-ons in paragraphs. o Combine sentences with change-of-direction, and o Insert transition words or phrases
• Scrambled Sentences compound subjects using conclusion). (time-sequence, illustration,
o Rearrange sequences of words pronouns, conjunctions (and, but, o Follow a given sentence with change- of-direction, and
into sentences, adding correct because, and so), and transitions another one beginning with an conclusion) into given
capitalization and punctuation. when appropriate. illustration or cause-effect paragraphs.
• Sentence Types • Subordinating Conjunctions conclusion transition (Colonists • Single-Sentence Summary
o Write a statement, question, o Complete sentences beginning needed transportation for their o Given the subject, use question
exclamation, and command with subordinating conjunctions goods. As a result, ________ words without a kernel sentence
about a picture, topic, or text. after, before, whenever, even o Blacksmiths needed certain to create a summary sentence.
o Write questions about a topic, though, since, and if. tools. Specifically, ________
picture, or text. o Practice writing T.S.s with
• Conjunctions (because, but, so) subordinating conjunctions
o Complete sentence stems with
because, but, and so.
o Independently write sentences
with because, but, and so.
Outline and Paragraph Skills
• Single-Paragraph Outline Continue previous paragraph activities. Continue previous paragraph activities. Continue previous paragraph activities. Continue previous paragraph activities.
o Brainstorm or relate details for a • Note-Taking • Single-Paragraph Outline • Revise and Edit • Single-Paragraph Outline
given topic sentence. o Convert sentences into key o Use time-sequence and o Revise with peer without o Independently generate
o Generate SPOs and paragraphs words and phrases. conclusion transitions. directions. narrative or expository SPO and
as a class. o Convert key words and phrases o Generate SPOs using key words o Have students improve their own paragraph.
o Distinguish a topic sentence into sentences. and phrases. work given specific directions. o Practice developing T.S.s with
from supporting details. o Deconstruct a given paragraph appositives, subordinating
o Given a topic, generate a T.S. into an SPO. conjunctions, and sentence
o Select details from a list to • Note-Taking and Underlining types.
support a given T.S., eliminating Key Words and Phrases o Practice outlining (SPOs) and
irrelevant details. o Introduce common abbreviations writing drafts of compare-
• Note-Taking and symbols (+, =, →, /). contrast, problem-solutions, and
o Introduce and model taking o Model underlining key words in opinion text structures.
notes using key words and paragraphs.
phrases. • Revise and Edit (Unelaborated
Paragraphs)
o Revise unelaborated paragraphs
as a class.
o Revise with a peer with specific
directions.
o Put unelaborated paragraphs on
board. Students suggest
improvements.
o Revise with peer without directions.
o Have students improve their own
work given specific directions.

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