Strand: Reading Literature

Cluster - Key Ideas and details is used to determine central themes and, by noticing details, the
reader gathers a more complete picture of the text.
3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for answers.
3.RL.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 details in the text.
3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
1. Locate textual evidence to answer questions.
2. Make inferences.
3. Identify theme and literary elements (character, setting, & plot).
4. Summarize text.
5. Explain how the characters actions affect the sequence of events.
6. Ask and answer text based questions using the strategy of referring back to the text.
7. Analyze characters using textual evidence.
8. Retell a story demonstrating comprehension of a knowledge of characterization and an
initial understanding of how a story connects to the larger world.

Cluster - Craft and structure refers to the readers ability to understand word meaning,
structural elements of various genres and to identify the narrators point of view, figurative language,
story structure and development, and literary genres.
3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from non-literal language.
3.RL.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 scenes.
3.RL.6 - Distinguish their own point of view from that of the narrator or those of the characters.
1. Understand figurative language.
2. Understand structure of literary genre (poetry, drama, and stories).
3. Understand point of view of narrator and characters vs. readers point of view.
4. Understand progression of time and ideas as they are built in the story.

Cluster - Integration of knowledge and ideas refers to making connections and comparisons,
and determining themes across different texts and genres.
3.RL.7 - Explain how specific aspects of a texts illustrations contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL.8 - Not applicable to literature
3.RL.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).

Cluster - Range of reading and level of text complexity
3.R.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.
Three-part model
1. Qualitative dimensions of text complexity (levels of meaning or purpose, structure, language
conventionality and clarity, and knowledge demands)
2. Quantitative dimensions of text complexity (word length or frequency, sentence length, text
cohesion - typically measured by computer software)
3. Reader and task considerations (motivation, knowledge, experiences, purpose and complexity of
task assigned)
Grade-appropriate test exemplars provided in Appendix B.

Edutopia presents alternatives to mind numbing book reports here. The Charlie Brown vid is great!
Igniting a Passion for Reading
Carol Hursts Childrens Literature Site

Strand: Reading Informational Text

Cluster - Key ideas and details is building textual evidence and making inferences from
informational text, determining central ideas, and crafting a complete summary.
3.RI.1 - Ask and answer questions to demonstrate understanding if a text, referring explicitly to
the text as the basis for answers.
3.RI.2 - Determine the main idea of a text; recount the key details and explain how they support
the main idea.
3.RI.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.
1. Critically analyze texts and support that analysis with evidence from the text.
2. Make connections to a larger world by acquiring information on a wide array of topics.
3. Determine main idea and key details in a text.
4. Summarize the text demonstrating an understanding of main ideas and details.
5. Draw on specific information in the text to explain events, procedures, ideas, and concepts.
6. Engage in investigations across content/disciplines.

Cluster - Craft and structure

3.RI.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.
3.RI.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic of study.
3.RI.6 - Distinguish their own point of view from that of the author of a text.
1. Understand word meaning in relationship to the context in which it is placed.
2. Understand how to use text features to help comprehend text.
3. Understand how to determine an authors point of view and purpose in writing a text.

Cluster - Integration of knowledge and ideas

3.RI.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).
3.RI.8 - Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence.
3.RI.9 - Compare and contrast the most important points and key details presented in two texts on
the same topic.
1. Make connections across texts.
2. Determine an authors purpose.
3. Find evidence used to support that purpose.
4. Investigate similar themes and topics across texts.
5. Use print as well as non-print media to interpret and explain an authors message.
6. Integrate information from both visual and print sources to gain a greater understanding of the
content.
7. Critique the authors position (purpose) and cite evidence (i.e., persuasive vocabulary) to identify
how an author feels about the topic being studied.

Cluster - Range of reading and level of text complexity

3.RI.10 - By the end of the year, read and comprehend functional texts, including history/social
studies, science, and technical texts, at the high end of the grades 2 - 3 text complexity band
independently and proficiently.
Three-part model
1. Qualitative dimensions of text complexity )levels of meaning or purpose, structure, language
conventionality and clarity, and knowledge demands)
2. Quantitative dimensions of text complexity (word length or frequency, sentence length, text
cohesion - typically measured by computer software)
3. Reader and task considerations (motivation, knowledge, experiences, purpose and complexity of
task assigned)
Grade-appropriate test exemplars provided in Appendix B.

Strand: Foundational skills

Cluster - Phonics and word recognition is decoding text and understanding word parts to
determine word meaning and to improve fluid reading and increased comprehension. Continuing to learn
specific strategies for decoding and spelling is beneficial, even in the upper grades.

3.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllabic words.
d. Read grade-appropriate irregularly spelled words.

3.RF.4 - Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.

Strand: Writing

Cluster - Text types and purposes provide students with guidelines and strategies as they write
opinion pieces, informative/explanatory pieces or narrative.
Write Source - a variety of grade level writing prompts

3.W.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinions and reasons). Transition words
d. Provide a concluding statement or section.

3.W.2 - Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic and group related information together; include illustrations when
useful for aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.

3.W.3 - Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and description of actions, thoughts, and feeling to develop experiences and
events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

Cluster - Production and distribution of writing emphasizes the importance of writers using
multistage, reflective process to produce a clear and coherent message for a variety of audiences and
purposes.

3.W.4 - With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
a. With guidance and support from adults, produce functional writing (e.g., friendly and
formal letters, recipes, experiments, notes/messages, invitations, envelopes) in which the
development and organization are appropriate to task and purpose.

3.W.5 - With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
Animals A - Z - pages of interesting animal facts that need editing

3.W.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.

Cluster - Research to build and present knowledge. They understand that the research process
is about asking questions and searching for answers that may be presented in a variety of media.

3.W.7 - Conduct short research projects that build knowledge about a topic.

3.W.8 - Recall information from experiences or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories

Cluster - Range of writing

3.W.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.

Strand: Speaking and listening

Cluster - Comprehension and collaboration ensures effective speakers and careful listeners are
actively engaged in collaborative learning. They share the roles of participant, leader, and observer as
well as follow established procedures for the best possible group collaborations in order to meet common
goals and arrive at common understandings.

3.SL.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 of others ideas and expressing
their own clearly.
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.
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).
c. Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understandings in light of the discussion.

3.SL.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.

3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.

Cluster - Presentation of Knowledge and Ideas - the focus of this cluster is the understanding
that effectives speakers communicate clearly in an organized manner.

3.SL.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.

3.SL.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.
Digital Booktalk - is a collection of booktalks to which students may contribute or just listen
Scholastic Poetry Engine - interactive smart board activity

3.SL.6 - Speak in complete sentences, when appropriate to task and situation, in order to provide
requested detail or clarification.
Use audio and visual components to develop ideas and themes when appropriate.
a. Make choices regarding pacing and the use of formal and informal language.
b. Compose and deliver engaging, insightful presentations in a clear, concise manner.

Strand: Language

Cluster - Conventions of Standard English includes the rules that language must follow in
order to communicate effectively.

3.L.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
f. Ensure subject-verb and pronoun-antecedent agreement.
g. Form and use comparative and superlative adjectives and adverbs, and choose between
them depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
j. Write and organize a paragraph that groups sentences about a topic.

3.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.

Cluster - Knowledge of Language allows for informed choices in the context of communication.
Writers and speakers select language, word choice, and punctuation appropriate for purpose, audience,
and effect.

3.L.3 - Use knowledge of language and it conventions when writing, speaking, reading, or
listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written
standard English.

Cluster - Learning, as a language-based activity, is fundamentally and profoundly dependent on
Vocabulary Acquisition and Use. Knowing vocabulary goes beyond knowing a definition. Students
acquire and use vocabulary through exposure to language-rich situations and events. In order to build and
enrich comprehension, students will use an array of strategies including:
Identifying the language structure and origin.
Using textual clues.
Knowing word relationships.
Recognizing the differences between literal and figurative language.

3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of a new word formed when a known affix is added to a known
word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless,
heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root
(e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.

3.L.5 - Demonstrate an understanding of figurative language, word relationships, and nuances in
word meanings.
a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly
or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).

3.L.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).
Standardized test vocabulary
Wordgen
PBS Wordball