In this module, students will use literacy skills to build expertise—using reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. This focus on research intentionally builds on Module 1, in which students explored the superpowers of reading. Specifically, students will seek evidence of culture, which can be thought of as the story of a group of people constructed through the generations; it can be evidenced through ancient and modern-day customs and traditions. The module will begin with a class study of the culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, paired with Exploring Countries: Japan, an informational text about modern Japan.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they research real wolves by reading informational text. Finally, for their performance task, students combine their knowledge of narratives with their research on wolves to write a realistic narrative about wolves.

The following resources include rubrics/statements for Grade 3.

The first resource rubric covers:
- Comprehend and Respond
- Compose and Create
- Assess and Reflect

The second resource is a rubric for writing a personal letter.

Units
Provincial Rubrics
Exemplars
Writing Continuum
Templates
Curricular Resources
Assessment Resources

The following charts reflect the lessons from the Hands-On Science resource and their matching outcome(s) and indicator(s).
- Unit 1: Growth and Changes in Plants
- Unit 2: Materials and Structures
- Unit 3: Forces that Attract or Repel
- Unit 4: Soils in the Environment

I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.

This assessment goes with the book Treasures of the Deep by Todd Mercer. The first resource is the listening assessment that includes the before, during and after questions. This goes with the CD read aloud. The second resource is the viewing/representing assessment that includes before, during and after viewing.

Grade 3 Playlists / Outcome Plans.
The following is an example of how you can develop playlists for outcome-based math. Activities can be a compilation of resources you already have, or ones you can access through the resource bank.

This 25-day module begins the year by building on students’ fluency with addition and knowledge of arrays.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this 35-day Grade 3 module, students extend and deepen second grade practice with "equal shares" to understanding fractions as equal partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This 25-day module builds directly on students’ work with multiplication and division in Module 1. Module 3 extends the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100. Similar to the organization of Module 1, the introduction of new factors in Module 3 spreads across topics. This allows students to build fluency with facts involving a particular unit before moving on. The factors are sequenced to facilitate systematic instruction with increasingly sophisticated strategies and patterns.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure.  They come to understand that the space can be tiled with unit squares without gaps or overlaps.  They make predictions and explore which rectangles cover the most area when the side lengths differ.  Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data.  By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter.  The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations.  Next students explore geometry.  Students tessellate to bridge geometry experience with the study of perimeter.  Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements.  Students solve word problems involving area and perimeter using all four operations.  The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

SOIL is a writing pattern based on the book by Margaret Wise Brown. Read the story and let the kids guess what the important thing about each item is. They all like joining in at the last line. This lesson can be done with any theme. I put this together as a culminating ELA activity for our soil unit.

Sample Math Outcome Questions: An Assessment Resource for Teachers.

The resource Sample Math Outcome Questions: An Assessment Resource for Teachers:

• provides possible questions, sample responses and rubrics for classroom instruction and assessment.
• is not mandatory.
• was created to support the teaching and learning of mathematics.
• can be adapted by teachers to meet the individual needs of their students.
• can be used before, during and/or after classroom instruction as formative or summative assessment(s).
• is designed to elicit responses that inform teachers’ understanding of the skills and concepts that students need to know, understand and are able to do.

This resource primarily assesses students using written response. Indicators that include terms such as research or collect data (for example) are ideally assessed by means other than a written response. Subsequently, teachers must keep in mind that using this resource provides only one of many forms of evidence that teachers collect to report on student achievement of the outcome.

Each sample includes the outcome, indicators, sample assessment and answer key.

The University of Saskatchewan offers this tremendous resource that promotes the richness and diversity of the sciences, nurture curiosity and innovation, and inspire students to consider a career in science, and support teachers to provide exciting educational experiences.

Check out the great collection of video and activity resources for teachers and parents to supplement and enhance Grade 3 science learning.

This is a unit planning frame that could be used to help in creating the road map for teaching the grade 3 social studies curriculum. It was developed in order to give students a background and a framework in FNMI. The unit is divided the unit into Pre-Newcomers and Newcomers. This way the students will develop a better understanding of the FNMI understandings.