3rd Grade English Language Arts
Language (L)
Standards in this strand:
Conventions of Standard English
L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 20 Lesson(s) |
L.3.1.a | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. | 8 Lesson(s) |
L.3.1.b | Form and use regular and irregular plural nouns. | 4 Lesson(s) |
L.3.1.c | Use abstract nouns (e.g., childhood). | 4 Lesson(s) |
L.3.1.d | Form and use regular and irregular verbs. | 4 Lesson(s) |
L.3.1.e | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. | 4 Lesson(s) |
L.3.1.f | Ensure subject-verb and pronoun-antecedent agreement.* | 5 Lesson(s) |
L.3.1.g | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. | 9 Lesson(s) |
L.3.1.h | Use coordinating and subordinating conjunctions. | 4 Lesson(s) |
L.3.1.i | Produce simple, compound, and complex sentences. | 4 Lesson(s) |
L.3.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 19 Lesson(s) |
L.3.2.a | Capitalize appropriate words in titles. | 5 Lesson(s) |
L.3.2.b | Use commas in addresses. | 5 Lesson(s) |
L.3.2.c | Use commas and quotation marks in dialogue. | 6 Lesson(s) |
L.3.2.d | Form and use possessives. | 5 Lesson(s) |
L.3.2.e | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). | 6 Lesson(s) |
L.3.2.f | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. | 9 Lesson(s) |
L.3.2.g | Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. | 6 Lesson(s) |
Knowledge of Language
L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. | 10 Lesson(s) |
L.3.3.a | Choose words and phrases for effect.* | 2 Lesson(s) |
L.3.3.b | Recognize and observe differences between the conventions of spoken and written standard English. | 3 Lesson(s) |
Vocabulary Acquisition and Use
L.3.4 | 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. | 14 Lesson(s) |
L.3.4.a | Use sentence-level context as a clue to the meaning of a word or phrase. | 1 Lesson(s) |
L.3.4.b | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). | 1 Lesson(s) |
L.3.4.c | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). | 0 Lesson(s) |
L.3.4.d | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. | 1 Lesson(s) |
L.3.5 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 5 Lesson(s) |
L.3.5.a | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps). | 0 Lesson(s) |
L.3.5.b | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). | 0 Lesson(s) |
L.3.5.c | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). | 0 Lesson(s) |
L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). | 4 Lesson(s) |
View related units & lessons using L.3
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Units Tagged W.3
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
Lessons Tagged W.3
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Write-o (Bingo writing)
Write-o (Bingo writing)
- L.3.1
- L.3.2
- L.3.3
- W.3.1
- W.3.3
See Lesson
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Writing Fact vs. Opinion
Writing Fact vs. Opinion
- L.3.1.a
- W.3.1
- W.3.1.a
- W.3.1.b
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Ramona and Her Father
Ramona and Her Father
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.7
- W.3.1
See Lesson
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The Brain
The Brain
- RF.3.3
- RF.3.3.a
- RF.3.3.b
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RF.3.4.a
- RF.3.4.b
- RF.3.4.c
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- RL.3.1
- RL.3.2
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- RL.3.10
- W.3.1
- W.3.2
- W.3.3
- W.3.4
- W.3.6
- W.3.8
Students will process the parts of the brain, understanding definitions, jobs and terms of brain anatomy. Students will write and respond about the parts of the brain and how they function. Students will apply movement and chants to connect knowledge.
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The Brain
The Brain
- RF.3.3
- RF.3.3.a
- RF.3.3.b
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RF.3.4.a
- RF.3.4.b
- RF.3.4.c
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- RL.3.1
- RL.3.2
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- RL.3.10
- W.3.1
- W.3.2
- W.3.3
- W.3.4
- W.3.6
- W.3.8
Students will process the parts of the brain, understanding definitions, jobs and terms of brain anatomy. Students will write and respond about the parts of the brain and how they function. Students will apply movement and chants to connect knowledge.
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A Castle on Viola Street
A Castle on Viola Street
- RF.3.3
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.10
- W.3.1
- W.3.10
See Lesson
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Firs Day Jitters
Firs Day Jitters
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- W.3.1
- W.3.4
- W.3.8
See Lesson
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First Day Jitters
First Day Jitters
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- W.3.1
- W.3.4
- W.3.8
See Lesson
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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The Jones Family Express lesson
The Jones Family Express lesson
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- W.3.2
- W.3.4
See lesson.
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Author: A True Story
Author: A True Story
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.7
- W.3.2
- W.3.4
- W.3.7
See Lesson
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Boom Town Lesson
Boom Town Lesson
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- W.3.2
- W.3.4
See lesson.
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Here's My Dollar
Here's My Dollar
- RI.3.1
- RI.3.2
- RI.3.5
- W.3.2
- W.3.4
See Lesson
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Unit 1 Week 4 Wolf!
Unit 1 Week 4 Wolf!
- RF.3.3.d
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
EngageNY Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
- W.3.2
- W.3.10
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can develop the topic with facts, definitions, and details. (W.3.2)
- I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
- I can write routinely for a variety of reasons. (W.3.10)
- I can write a paragraph about what Nasreen wants and why.
- I can support my topic with details from Nasreen’s Secret School.
- I can write a sentence to close my paragraph.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
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I can speak with complete sentences when I participate in group discussions.
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I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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Home Grown Butterflies
Home Grown Butterflies
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- W.3.2
- W.3.4
- W.3.7
In progress
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
-
Packing for Mars
Packing for Mars
- RI.3.1
- RI.3.7
- RL.3.1
- RL.3.3
- RL.3.6
- RL.3.7
- W.3.2.a
- W.3.4
- Synthesize research and data into a “real world” plan to travel into space and to open a classroom “aerospace museum”
- Collaborate with peers and adults to share and present lessons learned in role playing as museum designers, exhibitors, docents, tour guides, and experts
- Conduct a collaborative post-event plan to identify strengths, needs, and next steps
-
Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own
EngageNY Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own
- L.3.4
- RL.3.2
- RL.3.3
- W.3.3
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
- I can identify the main message of Nasreen’s Secret School by reading the text closely.
- I can describe what Nasreen wanted and what she did.
- I can sort key details from Nasreen’s Secret School into categories.
- I can discuss how the main message is conveyed through key details.
-
Fictional Folktales
Fictional Folktales
- L.3.2.c
- L.3.2.g
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.d
Plan re-teaching for students who struggle with this project.
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
-
Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
-
I can identify the main message of Nasreen’s Secret School by reading the text closely.
-
I can describe what Nasreen wanted and what she did.
-
I can sort key details from Nasreen’s Secret School into categories.
-
I can discuss how the main message is conveyed through key details.
-
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
-
Solar System 101
Solar System 101
- RF.3.4.a
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.10
- W.3.8
- W.3.10
- Experience online scavenger hunt in course of research
- Distill main idea and detail from varied sources to inform their Explorer Concept Poster
- Collaboratively produce a biographical sketch of space explorers as part of development of a classroom “aerospace museum”
-
Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
3rd Grade English Language Arts
Reading: Foundational Skills (RF)
Standards in this strand:
Phonics and Word Recognition
RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. | 18 Lesson(s) |
RF.3.3.a | Identify and know the meaning of the most common prefixes and derivational suffixes. | 2 Lesson(s) |
RF.3.3.b | Decode words with common Latin suffixes. | 2 Lesson(s) |
RF.3.3.c | Decode multisyllable words. | 8 Lesson(s) |
RF.3.3.d | Read grade-appropriate irregularly spelled words. | 7 Lesson(s) |
Fluency
RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. | 18 Lesson(s) |
RF.3.4.a | Read grade-level text with purpose and understanding. | 6 Lesson(s) |
RF.3.4.b | Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. | 3 Lesson(s) |
RF.3.4.c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | 2 Lesson(s) |
View related units & lessons using RF.3
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged SL.3
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
Lessons Tagged SL.3
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Complimenting Others
Complimenting Others
- SL.3.1
- SL.3.1.b
- SL.3.1.c
- SL.3.1.d
- SL.3.3
- SL.3.6
See Lesson
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Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Constellations
Constellations
- RI.3.5
- SL.3.1
See Lesson
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Nocturnal Animals
Nocturnal Animals
- RI.3.1
- RI.3.2
- RI.3.3
- SL.3.1
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using specific details from the That Book Woman.
- I can explain why I chose specific details to answer questions about the text.
- I can determine the meaning of new vocabulary using clues in the text around a word.
-
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
-
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
-
I can speak with complete sentences when I participate in group discussions.
-
I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
- SL.3.1
- SL.3.6
- I can choose texts that interest me. (RL.3.11a)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
-
I can select a “power book” that I want to read.
-
I can talk with a small group about why I chose my power book.
-
I can speak in complete sentences when I participate in group discussions.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
-
I can answer questions using details from Rain School.
-
I can explain why I chose specific details to answer questions about the text.
-
I can determine the meaning of a word using clues in the text around it.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
- RI.3.1
- SL.3.1
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Constellations and Folktales
Constellations and Folktales
- RF.3.4.b
- RI.3.7
- RL.3.2
- RL.3.5
- RL.3.10
- SL.3.1
- SL.3.1.a
- SL.3.2
Teachers need to define elements of folktales. Then teachers and/or students read folktales about constellations from at least three different cultures asking students to look for and make notes on the elements just defined. Discuss differences between two folktales (use Venn diagram to model) Compare/Contrast Have students, independently or in pairs, create a Venn diagram comparing/contrasting two different constellation folktales
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
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Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
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I can identify the main message of Nasreen’s Secret School by reading the text closely.
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I can describe what Nasreen wanted and what she did.
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I can sort key details from Nasreen’s Secret School into categories.
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I can discuss how the main message is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
- L.3.4
- RL.3.1
- SL.3.1.c
- I can answer questions using specific details from the text. (RL.3.1)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using details from Nasreen’s Secret School.
- I can explain why I chose specific details I found to answer questions.
- I can determine the meaning of new vocabulary using clues in the text around it.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
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Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
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Earth Smart Unit 1 Week 3
Earth Smart Unit 1 Week 3
- RF.3.4.a
- RI.3.2
- RI.3.4
- RI.3.5
- RL.3.1
- SL.3.3
See Resources
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Neighboring in Space: Planets
Neighboring in Space: Planets
- SL.3.5
See Lesson
3rd Grade English Language Arts
Reading: Informational Text (RI)
Standards in this strand:
Key Ideas and Details
RI.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | 20 Lesson(s) |
RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. | 19 Lesson(s) |
RI.3.3 | 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. | 12 Lesson(s) |
Craft and Structure
RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 11 Lesson(s) |
RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | 11 Lesson(s) |
RI.3.6 | Distinguish their own point of view from that of the author of a text. | 1 Lesson(s) |
Integration of Knowledge and Ideas
RI.3.7 | 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). | 16 Lesson(s) |
RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). | 8 Lesson(s) |
RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. | 8 Lesson(s) |
Range of Reading and Level of Text Complexity
RI.3.10 | 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. | 6 Lesson(s) |
View related units & lessons using RI.3
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged SL.3
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
Lessons Tagged SL.3
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Complimenting Others
Complimenting Others
- SL.3.1
- SL.3.1.b
- SL.3.1.c
- SL.3.1.d
- SL.3.3
- SL.3.6
See Lesson
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Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Constellations
Constellations
- RI.3.5
- SL.3.1
See Lesson
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Nocturnal Animals
Nocturnal Animals
- RI.3.1
- RI.3.2
- RI.3.3
- SL.3.1
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using specific details from the That Book Woman.
- I can explain why I chose specific details to answer questions about the text.
- I can determine the meaning of new vocabulary using clues in the text around a word.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
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I can speak with complete sentences when I participate in group discussions.
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I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
- SL.3.1
- SL.3.6
- I can choose texts that interest me. (RL.3.11a)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
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I can select a “power book” that I want to read.
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I can talk with a small group about why I chose my power book.
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I can speak in complete sentences when I participate in group discussions.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
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I can answer questions using details from Rain School.
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I can explain why I chose specific details to answer questions about the text.
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I can determine the meaning of a word using clues in the text around it.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
- RI.3.1
- SL.3.1
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Constellations and Folktales
Constellations and Folktales
- RF.3.4.b
- RI.3.7
- RL.3.2
- RL.3.5
- RL.3.10
- SL.3.1
- SL.3.1.a
- SL.3.2
Teachers need to define elements of folktales. Then teachers and/or students read folktales about constellations from at least three different cultures asking students to look for and make notes on the elements just defined. Discuss differences between two folktales (use Venn diagram to model) Compare/Contrast Have students, independently or in pairs, create a Venn diagram comparing/contrasting two different constellation folktales
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
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Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
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I can identify the main message of Nasreen’s Secret School by reading the text closely.
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I can describe what Nasreen wanted and what she did.
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I can sort key details from Nasreen’s Secret School into categories.
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I can discuss how the main message is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
- L.3.4
- RL.3.1
- SL.3.1.c
- I can answer questions using specific details from the text. (RL.3.1)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using details from Nasreen’s Secret School.
- I can explain why I chose specific details I found to answer questions.
- I can determine the meaning of new vocabulary using clues in the text around it.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
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Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
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Earth Smart Unit 1 Week 3
Earth Smart Unit 1 Week 3
- RF.3.4.a
- RI.3.2
- RI.3.4
- RI.3.5
- RL.3.1
- SL.3.3
See Resources
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Neighboring in Space: Planets
Neighboring in Space: Planets
- SL.3.5
See Lesson
3rd Grade English Language Arts
Reading: Literature (RL)
Standards in this strand:
Key Ideas and Details
RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | 28 Lesson(s) |
RL.3.2 | 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. | 20 Lesson(s) |
RL.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. | 26 Lesson(s) |
Craft and Structure
RL.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. | 17 Lesson(s) |
RL.3.5 | 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. | 14 Lesson(s) |
RL.3.6 | Distinguish their own point of view from that of the narrator or those of the characters. | 6 Lesson(s) |
Integration of Knowledge and Ideas
RL.3.7 | 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) | 18 Lesson(s) |
RL.3.8 | (RL.3.8 not applicable to literature) | 0 Lesson(s) |
RL.3.9 | 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) | 6 Lesson(s) |
Range of Reading and Level of Text Complexity
RL.3.10 | 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. | 12 Lesson(s) |
View related units & lessons using RL.3
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged SL.3
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
Lessons Tagged SL.3
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Complimenting Others
Complimenting Others
- SL.3.1
- SL.3.1.b
- SL.3.1.c
- SL.3.1.d
- SL.3.3
- SL.3.6
See Lesson
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Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Constellations
Constellations
- RI.3.5
- SL.3.1
See Lesson
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Nocturnal Animals
Nocturnal Animals
- RI.3.1
- RI.3.2
- RI.3.3
- SL.3.1
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using specific details from the That Book Woman.
- I can explain why I chose specific details to answer questions about the text.
- I can determine the meaning of new vocabulary using clues in the text around a word.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
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I can speak with complete sentences when I participate in group discussions.
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I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
- SL.3.1
- SL.3.6
- I can choose texts that interest me. (RL.3.11a)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
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I can select a “power book” that I want to read.
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I can talk with a small group about why I chose my power book.
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I can speak in complete sentences when I participate in group discussions.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
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I can answer questions using details from Rain School.
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I can explain why I chose specific details to answer questions about the text.
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I can determine the meaning of a word using clues in the text around it.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
- RI.3.1
- SL.3.1
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Constellations and Folktales
Constellations and Folktales
- RF.3.4.b
- RI.3.7
- RL.3.2
- RL.3.5
- RL.3.10
- SL.3.1
- SL.3.1.a
- SL.3.2
Teachers need to define elements of folktales. Then teachers and/or students read folktales about constellations from at least three different cultures asking students to look for and make notes on the elements just defined. Discuss differences between two folktales (use Venn diagram to model) Compare/Contrast Have students, independently or in pairs, create a Venn diagram comparing/contrasting two different constellation folktales
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
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Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
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I can identify the main message of Nasreen’s Secret School by reading the text closely.
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I can describe what Nasreen wanted and what she did.
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I can sort key details from Nasreen’s Secret School into categories.
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I can discuss how the main message is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
- L.3.4
- RL.3.1
- SL.3.1.c
- I can answer questions using specific details from the text. (RL.3.1)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using details from Nasreen’s Secret School.
- I can explain why I chose specific details I found to answer questions.
- I can determine the meaning of new vocabulary using clues in the text around it.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
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Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
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Earth Smart Unit 1 Week 3
Earth Smart Unit 1 Week 3
- RF.3.4.a
- RI.3.2
- RI.3.4
- RI.3.5
- RL.3.1
- SL.3.3
See Resources
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Neighboring in Space: Planets
Neighboring in Space: Planets
- SL.3.5
See Lesson
3rd Grade English Language Arts
Speaking and Listening (SL)
Standards in this strand:
Comprehension and Collaboration
SL.3.1 | 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. | 30 Lesson(s) |
SL.3.1.a | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. | 3 Lesson(s) |
SL.3.1.b | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). | 3 Lesson(s) |
SL.3.1.c | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. | 3 Lesson(s) |
SL.3.1.d | Explain their own ideas and understanding in light of the discussion. | 1 Lesson(s) |
SL.3.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | 12 Lesson(s) |
SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. | 7 Lesson(s) |
Presentation of Knowledge and Ideas
SL.3.4 | 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. | 6 Lesson(s) |
SL.3.5 | 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. | 5 Lesson(s) |
SL.3.6 | 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 here for specific expectations.) | 12 Lesson(s) |
View related units & lessons using SL.3
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Units Tagged SL.3
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
Lessons Tagged SL.3
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Complimenting Others
Complimenting Others
- SL.3.1
- SL.3.1.b
- SL.3.1.c
- SL.3.1.d
- SL.3.3
- SL.3.6
See Lesson
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Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Constellations
Constellations
- RI.3.5
- SL.3.1
See Lesson
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Nocturnal Animals
Nocturnal Animals
- RI.3.1
- RI.3.2
- RI.3.3
- SL.3.1
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using specific details from the That Book Woman.
- I can explain why I chose specific details to answer questions about the text.
- I can determine the meaning of new vocabulary using clues in the text around a word.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
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I can speak with complete sentences when I participate in group discussions.
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I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
- SL.3.1
- SL.3.6
- I can choose texts that interest me. (RL.3.11a)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
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I can select a “power book” that I want to read.
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I can talk with a small group about why I chose my power book.
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I can speak in complete sentences when I participate in group discussions.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
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I can answer questions using details from Rain School.
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I can explain why I chose specific details to answer questions about the text.
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I can determine the meaning of a word using clues in the text around it.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
- RI.3.1
- SL.3.1
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Constellations and Folktales
Constellations and Folktales
- RF.3.4.b
- RI.3.7
- RL.3.2
- RL.3.5
- RL.3.10
- SL.3.1
- SL.3.1.a
- SL.3.2
Teachers need to define elements of folktales. Then teachers and/or students read folktales about constellations from at least three different cultures asking students to look for and make notes on the elements just defined. Discuss differences between two folktales (use Venn diagram to model) Compare/Contrast Have students, independently or in pairs, create a Venn diagram comparing/contrasting two different constellation folktales
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
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Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
-
I can identify the main message of Nasreen’s Secret School by reading the text closely.
-
I can describe what Nasreen wanted and what she did.
-
I can sort key details from Nasreen’s Secret School into categories.
-
I can discuss how the main message is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
- L.3.4
- RL.3.1
- SL.3.1.c
- I can answer questions using specific details from the text. (RL.3.1)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using details from Nasreen’s Secret School.
- I can explain why I chose specific details I found to answer questions.
- I can determine the meaning of new vocabulary using clues in the text around it.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
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Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
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Earth Smart Unit 1 Week 3
Earth Smart Unit 1 Week 3
- RF.3.4.a
- RI.3.2
- RI.3.4
- RI.3.5
- RL.3.1
- SL.3.3
See Resources
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Neighboring in Space: Planets
Neighboring in Space: Planets
- SL.3.5
See Lesson
3rd Grade English Language Arts
Writing (W)
Standards in this strand:
Text Types and Purposes
W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. | 15 Lesson(s) |
W.3.1.a | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. | 2 Lesson(s) |
W.3.1.b | Provide reasons that support the opinion. | 3 Lesson(s) |
W.3.1.c | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. | 1 Lesson(s) |
W.3.1.d | Provide a concluding statement or section. | 1 Lesson(s) |
W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | 21 Lesson(s) |
W.3.2.a | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. | 2 Lesson(s) |
W.3.2.b | Develop the topic with facts, definitions, and details. | 1 Lesson(s) |
W.3.2.c | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. | 0 Lesson(s) |
W.3.2.d | Provide a concluding statement or section. | 0 Lesson(s) |
W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | 9 Lesson(s) |
W.3.3.a | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. | 2 Lesson(s) |
W.3.3.b | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. | 2 Lesson(s) |
W.3.3.c | Use temporal words and phrases to signal event order. | 1 Lesson(s) |
W.3.3.d | Provide a sense of closure. | 2 Lesson(s) |
Production and Distribution of Writing
W.3.4 | 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.) | 25 Lesson(s) |
W.3.5 | 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 here.) | 8 Lesson(s) |
W.3.6 | 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. | 10 Lesson(s) |
Research to Build and Present Knowledge
W.3.7 | Conduct short research projects that build knowledge about a topic. | 10 Lesson(s) |
W.3.8 | Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | 12 Lesson(s) |
W.3.9 | (W.3.9 begins in grade 4) | 0 Lesson(s) |
Range of Writing
W.3.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | 10 Lesson(s) |
View related units & lessons using W.3
Want to start developing your own lesson with the standards in mind? Click the button below.
Units Tagged SL.3
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Unit 2
Unit 2
6 Weeks
October - November
Help students point out things in their community that are important (schools, museums, stores, house, etc…). Explain why these places are important in every community.
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Unit 6
Unit 6
6 Weeks
March - May
People can also share stories through writing, drawing, or acting. By sharing our stories, we share our history, our dreams, and our ideas. Hearing other people’s stories help us learn about the world around us.
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Unit 4
Unit 4
6 Weeks
January - February
Students will learn about the solar system, constellations, and space. Students will learn through folk tales and biographies.
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Unit 5
Unit 5
6 Weeks
February - March
Have students think about different kinds of animals (bears, wolves). Help students point out ways in which they survive. (Bears stock up on food and hibernate in the winter; wolves hunt in packs to protect one another.) Discuss how these survival techniques are unique to each animal and why the techniques are important.
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Unit 1
Unit 1
6 Weeks
August - September
Help students point out places in their community where people go to learn things. (museums, schools, libraries, media centers, internet, etc..) Explain what kinds of things people can learn when they visit each place.
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Unit 3
Unit 3
6 Weeks
November - December
Help students point out things in their own environment that are expressions of someone’s thoughts, ideas, or feelings (story book, art, sculptures, architecture, music, etc…). Explain how those are examples of self expression.
Lessons Tagged SL.3
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Complimenting Others
Complimenting Others
- SL.3.1
- SL.3.1.b
- SL.3.1.c
- SL.3.1.d
- SL.3.3
- SL.3.6
See Lesson
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Superheros
Superheros
- L.3.1
- L.3.2
- L.3.3
- L.3.6
- SL.3.1
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.3
- W.3.3.a
- W.3.3.b
- W.3.3.c
- W.3.3.d
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.10
See Lesson
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Coyote Places the Stars
Coyote Places the Stars
- L.3.1
- L.3.2
- RF.3.4
- RI.3.1
- RI.3.2
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- 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.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Constellations
Constellations
- RI.3.5
- SL.3.1
See Lesson
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Nocturnal Animals
Nocturnal Animals
- RI.3.1
- RI.3.2
- RI.3.3
- SL.3.1
See Lesson
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The Strongest One
The Strongest One
- L.3.1
- L.3.2
- L.3.4
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
See Lesson
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Modern Day Heroes
Modern Day Heroes
- L.3.1
- L.3.2
- L.3.3
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
- W.3.4
- W.3.7
- W.3.8
- W.3.10
See Lesson
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Writing for "Because of Winn-Dixie"
Writing for "Because of Winn-Dixie"
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.5
See Lesson
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Where We Stand
Where We Stand
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.6
- RI.3.7
- RI.3.9
- RL.3.3
- RL.3.4
- RL.3.6
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.4
- SL.3.5
- W.3.1
- W.3.2
See Lesson
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Coasting to California
Coasting to California
- L.3.1
- L.3.2
- L.3.4
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
See Lesson
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EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 10 Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using specific details from the That Book Woman.
- I can explain why I chose specific details to answer questions about the text.
- I can determine the meaning of new vocabulary using clues in the text around a word.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
EngageNY Grade 3: Module 1: Unit 1: Lesson 9 Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can identify the main message of That Book Woman by reading excerpts from the text closely.
- I can sort key details from That Book Woman into categories.
- I can describe what the main character wanted and what he did.
- I can discuss how the main message of That Book Woman is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
EngageNY Grade 3: Module 1: Unit 1: Lesson 5 Informative Paragraph Pre-assessment: What is One Reason You Want the Power of Reading?
- SL.3.1
- SL.3.6
- W.3.2
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can follow our class norms when I participate in a conversation.
-
I can speak with complete sentences when I participate in group discussions.
-
I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
EngageNY Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me
- SL.3.1
- SL.3.6
- I can choose texts that interest me. (RL.3.11a)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can speak in complete sentences with appropriate detail. (SL.3.6)
-
I can select a “power book” that I want to read.
-
I can talk with a small group about why I chose my power book.
-
I can speak in complete sentences when I participate in group discussions.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
EngageNY Grade 3: Module 1: Unit 1: Lesson 3 Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary
- L.3.4
- RL.3.1
- SL.3.1
- I can answer questions using specific details from the text. (RL.3.1)
- I can explain what I understand about the topic being discussed. (SL.3.1)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
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I can answer questions using details from Rain School.
-
I can explain why I chose specific details to answer questions about the text.
-
I can determine the meaning of a word using clues in the text around it.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
EngageNY Grade 3: Module 1: Unit 1: Lesson 2 Introducing Close Reading: Finding the Main Message and Taking Notes about Rain School
- RL.3.2
- RL.3.3
- SL.3.1
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
EngageNYGrade 3: Module 1: Unit 1: Lesson 1 Talking with My Peers: Carousel of Reading Superheroes around the World
- RI.3.1
- SL.3.1
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
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Dear Juno
Dear Juno
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
In progress
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What Do Illustrators Do
What Do Illustrators Do
- L.3.1
- L.3.2
- L.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- SL.3.1
- SL.3.2
- W.3.1
- W.3.4
In progress
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Constellations and Folktales
Constellations and Folktales
- RF.3.4.b
- RI.3.7
- RL.3.2
- RL.3.5
- RL.3.10
- SL.3.1
- SL.3.1.a
- SL.3.2
Teachers need to define elements of folktales. Then teachers and/or students read folktales about constellations from at least three different cultures asking students to look for and make notes on the elements just defined. Discuss differences between two folktales (use Venn diagram to model) Compare/Contrast Have students, independently or in pairs, create a Venn diagram comparing/contrasting two different constellation folktales
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Penguin Chick
Penguin Chick
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.8
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (e.g., whole class discussion, think-pair-share, independent written response, group work, etc.)
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Animal Homes
Animal Homes
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- SL.3.1
- SL.3.2
- SL.3.3
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Phonics: Inflectional Endings y to i, TE 172N Read Multisyllabic Words TE 172O Spelling: Words with Ending y to i Treasures Vocabulary: architects, structure, contain, retreats, shallow, shelter Academic Vocabulary: hibernating, burrow, predators, unsuspecting, Grammar: subject and object pronouns
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Those Amazing Animals
Those Amazing Animals
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.4.d
- L.3.6
- RF.3.3
- RF.3.3.c
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.4
- RI.3.5
- RI.3.7
- RI.3.8
- RI.3.9
- RI.3.10
- SL.3.1
- SL.3.2
- SL.3.6
- W.3.2
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Call of the Wild, TE pg. 204 Reading: Informational Text Phonics: Closed Syllables Read Multisyllabic Words Spelling: Closed Syllables Treasures Vocabulary: crucial, adjust, survive, source, unpredictable Grammar: Pronoun-Verb Agreement
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Stone Soup TE 283
Stone Soup TE 283
- L.3.1
- L.3.1.g
- L.3.2
- L.3.3
- L.3.3.b
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.7
- RL.3.10
- SL.3.1
- W.3.2
- W.3.4
Follow Treasures TE guidelines to teach: NOTE: Inference is now CC Gr. 4 standard Phonics: morphology, multisyllabic words, fluency Vocabulary Words: banquet, guests, agreeable, curiosity, gaze, untrusting Vocabulary skills: context clues, synonyms (Gr. 4 emphasis in CC) Grammar: adjectives and articles, conventions of standard English Map of Europe from resource packet Journal entry: describe the three monks and use the story to provide examples of their character traits A selection of classical paintings for projecting to class so they can select one Pencil drawing materials Shel Silverstein’s song, “The Wonderful Stone Soup”, resource packet Movie clip: “Fandango” Jim Henson Story Series: A Story Short, www.storyarts.org/lessonplans/folkthemes/ Celtic folktale based on Stone Soup Watercolor painting materials Claude Monet resources
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The Strongest One
The Strongest One
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2
- L.3.2.f
- L.3.4
- RF.3.3
- RF.3.4
- RI.3.1
- RI.3.2
- RI.3.3
- RI.3.5
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.9
- RL.3.10
- SL.3.1
- W.3.3
- W.3.6
Follow Treasures TE guidelines to teach: Phonics: consonants + -le and -al, multisyllabic words, fluency Vocabulary Words: decorated, symbol, darkened, gnaws, securing, weakest, constellations, dipper, compass, North Star Vocabulary skills: context clues, Spelling: consonant + -el, -le syllable words Grammar: adjectives that compare, conventions of standard English (Native Americans of the Southwest – New Mexico) **This may be a good time to incorporate or revisit Unit 2 in Reflections, Social Studies book. Compare/contrast graphic organizer (Venn Diagram or 2-col. chart) Journal entry: Describe Little Red Ant and how his curiosity helped him ask and answer questions to learn. Extension: gather totem pole background information
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Tales of the Trickster
Tales of the Trickster
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Follow Treasures TE guidelines to teach: Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: insightful technique, majority, investigate, cunning Vocabulary skills: prefixes/ suffixes, Spelling: vowel team syllable words Grammar: adjectives and articles, conventions of standard English Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you? Make Components Chart for Trickster Tales
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Cook-a-Doodle-Doo
Cook-a-Doodle-Doo
- L.3.1
- L.3.1.g
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.3.c
- RF.3.3.d
- RF.3.4
- RI.3.8
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.7
- RL.3.9
- SL.3.1
- SL.3.6
- W.3.1
- W.3.1.a
- W.3.1.b
- W.3.1.c
- W.3.1.d
- W.3.2
- W.3.4
- W.3.5
- W.3.6
Idioms have moved to 4th grade CC standards so you can skip Red and Her Friends. Students need to know the difference between literal and nonliteral meanings of words (Gr. 3 CC stnds.) Follow Treasures TE guidelines to teach Reading Foundations: Note: Focus on identifying, using idioms is a CC Gr. 4 standard; Gr. 3 is literal/non- literal use of language Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency Vocabulary Words: magnificent, masterpiece, ingredients, recipes, tasty, tradition, schedule, sequence, profits Vocabulary skills: prefixes/ suffixes, Spelling: r-controlled vowel words Grammar: adjectives and articles, conventions of standard English Journal Entry: If Rooster and his friends wanted to rename their special shortcake, what name would you suggest and explain how the story helped you with the new name.
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One Riddle, One Answer
One Riddle, One Answer
- L.3.1
- L.3.1.a
- L.3.1.g
- L.3.2.e
- L.3.2.f
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.9
- RL.3.10
- SL.3.1
- SL.3.1.a
- W.3.4
- W.3.6
- W.3.7
Follow Treasures TE guidelines to teach Reading Foundations: Note: Idioms a CC Gr. 4 standards; Gr. 3 is literal/non- literal use of language Phonics: suffixes, multisyllabic words, fluency Vocabulary Words: depart, suitable, increase, observed, advised, discouraged Vocabulary skills: dictionary Spelling: words with suffixes Grammar: adjectives and adverbs, sentence combining, commas, conventions of standard English Graphic organizer to compare and contrast Cinderella and One Riddle, One Answer Comparison Matrix for 5 different versions of Cinderella or another familiar fairy tale
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Lesson 680.2
Lesson 680.2
- L.3.3
- L.3.6
- RL.3.1
- RL.3.2
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.10
- SL.3.1
- W.3.1
- W.3.4
- W.3.5
- W.4.9
- W.3.10
The goal of this five-day exemplar is to explicitly model the process of searching for and interpreting intra-textual connections. In this lesson sequence, the teacher poses an analytic focusing question and then guides students in gathering and interpreting evidence from the text in order to come to a deeper understanding of the story. Simple word play and art activities give students practice in closely attending to language and word choice, and in visualizing and recording their interpretations. Discussion and a short writing exercise help students to synthesize what they have learned.
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Lesson 680.1.1
Lesson 680.1.1
- L.3.1
- L.3.2
- L.3.3
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- SL.3.1
- SL.3.2
- W.3.2
- W.3.4
- W.3.5
The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters became friends.
- Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer.
- Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. There is a longer discussion of this in the “Vocabulary” section of the Introduction. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence.
- Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of DiCamillo’s story. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
- Writing Task: Students will respond to a series of text dependent questions and then write an informal explanatory essay. Teachers might afford students the opportunity to revise their essays after participating in classroom discussion or even rewrite their explanation after receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.
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Is Pluto a Planet?
Is Pluto a Planet?
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
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EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
EngageNY Grade 3: Module 1: Unit 1: Lesson 6 Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?
- RL.3.2
- RL.3.3
- SL.3.1.b
- W.3.8
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
- I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
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I can identify the main message of Nasreen’s Secret School by reading the text closely.
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I can describe what Nasreen wanted and what she did.
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I can sort key details from Nasreen’s Secret School into categories.
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I can discuss how the main message is conveyed through key details.
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EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
EngageNY Grade 3: Module 1: Unit 1: Lesson 7 Continued Close Reading of Nasreen’s Secret School: Discussions of Questions and Evidence
- L.3.4
- RL.3.1
- SL.3.1.c
- I can answer questions using specific details from the text. (RL.3.1)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can answer questions using details from Nasreen’s Secret School.
- I can explain why I chose specific details I found to answer questions.
- I can determine the meaning of new vocabulary using clues in the text around it.
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Solar Similarities and Differences
Solar Similarities and Differences
- L.3.1
- L.3.1.a
- L.3.1.b
- L.3.1.c
- L.3.1.d
- L.3.1.e
- L.3.1.f
- L.3.1.g
- L.3.1.h
- L.3.1.i
- L.3.2
- L.3.2.a
- L.3.2.b
- L.3.2.c
- L.3.2.d
- L.3.2.e
- L.3.2.f
- L.3.2.g
- L.3.3
- L.3.3.a
- L.3.3.b
- L.3.6
- RI.3.7
- SL.3.1.c
- SL.3.3
- SL.3.4
- SL.3.5
- SL.3.6
- W.3.2.a
- Use scientific text sources to collect, organize, and present data about a topic supported by facts, details and evidence
- Analyze using compare/contrast strategy to clarify and present information based on small group research
- Supplement research with art to produce a “museum” worthy artifact
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Seeing Stars
Seeing Stars
- RF.3.4.a
- RI.3.3
- RI.3.4
- RI.3.7
- RI.3.10
- SL.3.2
- W.3.10
In progress
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Earth Smart Unit 1 Week 3
Earth Smart Unit 1 Week 3
- RF.3.4.a
- RI.3.2
- RI.3.4
- RI.3.5
- RL.3.1
- SL.3.3
See Resources
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Neighboring in Space: Planets
Neighboring in Space: Planets
- SL.3.5
See Lesson