Third Grade Quarter Three
Quarter 3 Common Core Standards
Grade 3
Literature
Informational
RL3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza
RI3.9 Compare and contrast the most important points and key details presented in
two texts on the same topic.
RL3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by
the words in a story
RL3.9 Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters
Foundational Skills: Phonics and Word Recognition
RF.3.3. 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 multisyllable words.
d. Read grade-appropriate irregularly spelled words.
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Third Grade Quarter Three
Speaking/Listening Standards
1
2
3
4
5
6
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.
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 discussions.
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 on information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in idverse media and formats, including
visually, quantitatively, and orally.
SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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.
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.
SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Third Grade Quarter Three
Language Standards
1
2
3
4
5
6
Conventions of Standard English
L.3.1. 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 (e.g., /walked,/ walk; / will walk) verb tenses.
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.
L.3.2. 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 and other studied 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.
Knowledge of Language
L.3.3. Use knowledge of language and its 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
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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
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).
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.
L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral 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).
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).
Third Grade Quarter Three
3rd Grade English Language Arts and Technology Standards
Reading: Literature
Key Ideas and Details
Technology Standards:
Craft and Structure
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).
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3.CT.1.1 (Knowledge) Identify parts of an operating system.
3.CT.1.2 (Comprehension) Demonstrate use of home row keyboarding.
3.CT.1.3 (Comprehension) Demonstrate proper care in the use of
hardware, software, peripherals, and storage media.
3.CT.1.4 (Application) Create, save, and retrieve folders.
3.CT.2.1 (Application) Use a word processor to develop a product.
3.CT.2.2 (Application) Develop documents in design applications
3.NC.4.1 (Application) Produce a variety of solutions to a defined
problem
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., inbooks
from a series).
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3.CT.1.1 (Knowledge) Identify parts of an operating system.
3.CT.1.2 (Comprehension) Demonstrate use of home row keyboarding.
3.CT.1.3 (Comprehension) Demonstrate proper care in the use of
hardware, software, peripherals, and storage media.
3.CT.1.4 (Application) Create, save, and retrieve folders.
3.CT.2.1 (Application) Use a word processor to develop a product.
3.CT.2.2 (Application) Develop documents in design applications
3.NC.4.1 (Application) Produce a variety of solutions to a defined
problem
Reading Information Text
Technology Skills
Integration of Knowledge and Ideas
RI.3.9. Compare and contrast the most
important points and key details presented in two texts on the
same topic.
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3.CT.1.1 (Knowledge) Identify parts of an operating system.
3.CT.1.2 (Comprehension) Demonstrate use of home row keyboarding.
3.CT.1.3 (Comprehension) Demonstrate proper care in the use of
hardware, software, peripherals, and storage media.
3.CT.1.4 (Application) Create, save, and retrieve folders.
3.CT.2.1 (Application) Use a word processor to develop a product.
3.CT.2.2 (Application) Develop documents in design applications
Third Grade Quarter Three
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3.NC.4.1 (Application) Produce a variety of solutions to a defined
problem
3.SI.2.1 (Analysis) Recognize the advantages and disadvantages of
technology on the individual.
Reading:
Foundational Skills
Fluency
RF.1.4. Read with sufficient accuracy and fluency to support
comprehension.
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3.CT.1.1 (Knowledge) Identify parts of an operating system.
3.CT.1.3 (Comprehension) Demonstrate proper care in the use of
hardware, software, peripherals, and storage media
3.CT.1.4 (Application) Create, save, and retrieve folders.
Standard:
Reading Literature
RL3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitoring for Meaning; Schema; Inferring
Content Objectives
Guiding Questions
I can use chapters to predict the events and
structure of a story.
I can use scenes to predict the structure of a
Vocabulary
Resources
What elements of plot (characters, setting,
problem/solution, climax) would you expect
to find in the first few chapters of this
book?
What elements of plot (characters, setting,
problem/solution, climax) would you expect
to find in the final chapters of this book?
Where would you expect to find the
solution to the problem in this story?
How would chapter headings help you
determine the main idea for the chapter?
Can you propose an alternative title for the
chapter?
Chapters
Cause
Effect
Problem
Setting
Character
Conflict
Climax
Solution
Houghton Mifflin Lectura
How are scenes used to organize a
Scenes
Recompensas tema 1
Poetry: Rimas tradicionales (Recompensas p. 48)
En el país de no me acuerdo (p.49)
Perdió el niño sus zapatos (p.50)
Horizontes tema 4
Los dos peces pág. 96
El oso pág 97
Canción y Gaviota pág. 98
La ardilla pág. 99
Poema: Cómo dibujar un niño de Gloria Fuertes (connections: text
to text and text to self and text to world) Los estudiantes deben
Third Grade Quarter Three
drama (play, reader’s theatre).
I can use stanzas to predict the structure of
a poem.
Present perfect ( he hablado)Introducir
Practicar:
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Ser and estar in the progessive
tenses ( esta jugando, esta
nadando)
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Ser and estar with adjectivies ( ella
es alta - ella esta enferma )
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Ser and estar in proffesion, time,
and locations.
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Present irregular verbs ( see
addendum A )
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Preterite
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Irregular preterite
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Imperfect
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Future tense
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Present progressive ( verb +
gerund)
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Commands ( affirmative and
negativa second person tu - ex.
Corre, no corras)
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Reflexive verbs ( personal
grooming verbs - lavarse,
levantarse )
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Gustar/encantar: Me gusta
(ON GOING, is done with all of the
standards in this quarter)
Mastery
drama?
What are some reasons authors decide to
end/start a scene?
How do stage directions help readers
comprehend a drama?
How does drama compare to a story?
What features are similar? What features
are different?
Stage directions
How is this poem organized?
How does a poem compare to a story or
drama?
What features are similar? What features
are different?
What is a stanza? Why do authors use
stanzas?
Stanza
Rhythm
Rhyme
Free verse
dibujar su nino de acuerdo a las intrucciones dadas por la autora.
El dentista de la selva de Gloria Fuertes
Poema Diamante (Navidad)
Poemas de otoño
Cualquier libro de capítulos como los de La casa del árbol,
Gerónimo Stilton, El diario de Greg, etc.
Hacer guión de Strega Nona, La sopa de piedras, Dogzilla o
cualquier otra historia leída. Se puede buscar obras de teatro para
niños y adaptarlas.
La colcha de los recuerdos (HM Horizontes tema 2 p.132): text to
self: árbol genealógico, tradiciones familiares)
Personal Narrative Usar para iniciar Personal Narrative, prompt: All
about me: Family.
Cuaderno de practica, actividades especificas para “La colcha de
los recuerdos” Pag. 59, 60, 61, 62, 63.
Cuaderno de practica actividades miscelaneas: Paginas Palabras
esdrujulas 66, Silabas abiertas con d y t 67, Mas ortografia 68, En
busca de nombres communes 71, Comas en una serie 73.
Picture Books:
Fish by Gregory Mone
The Mouse and the Motorcycle by Beverly Cleary (Chapter Book)
The Sixty-Eight Rooms by Marianne Malone (Chapter book)
You Read to Me, I’ll Read to You by Mary Ann Hoberman (poetry)
Because of Winn Dixie by Kate DiCamillo
The Miraculous Journey of Edward Tulane by Kate DiCamillo
Treasures Resources :
The Strongest One (Unit 2)
Professional Resources:
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by Fountas & Pinnell
Strategies that Work by Harvey & Goudvis
Comprehension from the Ground Up by Sharon Taberski
Read! Perform! Learn! By Toni Buzzeo
Comprehension Connections by Tanny McGregor
Online Resources:
www.eduplace.com/graphicorganizer
www.mhln.com
www.busyteacherscafe.com
www.apples4theteacher.com
Three Way Graphic Organizer – Poem, Story, Drama
Third Grade Quarter Three
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Ser and estar with adjetives ( ella
es alta - ella esta enferma
Speaking/Listening Mastery:
Subject/verb agreement in present tense
regular verbs
Subject/verb agreement in present tense
irregular verbs: poner, saber, ir y poder
Correct present tenses of verb: gustar
Simple future tense (Voy a ________)
Article/noun agreement in gender and
number ( el, la , los, las, un, una, unos,
unas)
Use of preposition “de” to show possession:
Voy a mi abuela’s casa vs. Voy a la cas de
la mi abuela
Contractions: de + el = del, a + el= al
Transitions words: despues, primero, luego,
entonces, por ultimo
Writing/Reading Mastery:
Poetry
www.underdown.org/poetry-formats.html
www.kidzone.ws/poetry/fiveline.html
http://www.mrsrenz.net/poetry.htm
http://www.mrsrenz.net/langarts.links.htm
Reader’s Theatre
http://playbooks.com/free.shtml
http://teacher.scholastic.com/products/instructor/readerstheater.html
Other Resources:
Venn-Diagram of poems, stories, and dramas
See The Comprehension Toolkit (See Instructional Coaches/
Library)
Resources uploaded in Spanish Immersion Wiki:
Como se dibuja a un niño para la pared
Como se dibuja a un niño
Vocabulario La colcha de los recuerdos
Diario de lectura La colcha de los recuerdos
Comparatives and superlatives (tan como,
más que, el más grande, el más pequeño,
major que, peor que, tanto como)
Sufijos diminutivos (ito, ita, illo, illa, ico, ica)
Vocabulario: al, alguien, el árbol, bajar,
cerca, dejar, del, desde, después, difícil,
empezar, enfrente, entonces, fácil, ganar,
gritar, gustar, gruñir, hablo, hace, hacer,
hay, izquierda, luego, mayor, necesitar,
oído, oír, pero, sacar, sé, seguir, siempre,
sonreír, subir, también, la tarea, el tiempo,
tirar, traer, ultimo, vender, venir,
vocabulario, volar
Sustantivos con artículos especiales:
El agua
la mano el clima la canción
la comunidad el mapa el azúcar
Mathematics Mastery:
Speaking and reading numbers up to 10.000
Writing digits and words up to 10.000
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Strategy Cluster 1 – Monitoring Comprehension
Strategy Cluster 2 – Activate and Connect
Strategy Cluster 4 – Inferring
Third Grade Quarter Three
Irregular imperfect ( ir, ser, ver ) Introducir
Acabar de + infinitive Introducir
Ser and estar with adjectivies ( ella es alta ella esta enferma (dominar)
(ON GOING, is done with all of the
standards in this quarter)
Assessment:
Anecdotal Notes: How does the student respond to…
How is a (poem, story, or drama) organized?
How does a poem compare to a story or drama?
How does the organization of a (poem, story or drama) help you better understand what you are reading?
Graphic Organizer:
Three- way Venn-Diagram of poems, stories and dramas.
Writing:
Given an example of a poem, story and drama, students describe what features are similar and what features are different. Students also describe how understanding the
organization of a poem, story or drama helps them understand what they are reading better.
Given a chapter heading, students write a prediction of coming events
Use guiding questions and have students respond on an exit card or in reading response notebooks
Highlight different stanzas within a poem and describe how stanzas help us understand a poem better
Third Grade Quarter Three
Standard:
Reading Literature
RL3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitoring for Meaning; Inferring; Visualizing
Content Objectives
Guiding Questions
Vocabulary
Resources
I can explain how illustrations
help me understand the
characters, setting and mood of
a text.
How does ________ help us better
understand the text?
How do illustrations give me clues about
the purpose or meaning of a text?
Illustrative
Text
Speech
Bubble
Houghton Mifflin Lectura:
Jardines extraordinarios Recompensas pág. 348, El jardín de Abdul Gasazi p.351
Recompensas 3.1 (Houghton Mifflin) Entra al mundo de Chris Van Allsburg pág
370.
Cuaderno de practica, Actividades especificas para “El jardin de Abdul Gasazi”
pag 187, Mapa del Cuento pag. 188, El jardin del Sr. Gasazi pag 189.
I can support my inferences by
using aspects of the text’s
illustrations.
What in the illustration(s) supports your
inference about the character’s emotion,
traits, etc.?
What in the illustration(s) supports your
inference about the setting of the text?
What in the illustration(s) supports your
inference about the mood of the text?
Inference
Emotion
Character
Traits
Setting
Mood
Cuaderno de practica 3.1 Actividades miscelaneas: Jugar con sufijos pag. 192,
Palabras con j, ge, gi, x pag. 193, Corregir y escribir pag 195, Preguntale a tu
diccionario (Sinonimos y antonimos) pag 196, Tiempo futuro pag 197,
Transformemos el tiempo pag. 198, Mantener consistencia en los verbos, pag.
199.
Houghton Mifflin Lectura:
El trabajo en la granja Recompensas pág. 316, Cuidadora de dragones p. 319
Recompensas (compare/contrast)
Dragones de la vida real p.344
Cuaderno de práctica 3.1 págs. 172 Vocabulario, 178 Palabras con S, 179
Ortografía, 180 Ortografía, 181 Cognados, 182 Gramática tiempo pasado, 183
Pretérito indefinido y Pretérito imperfecto, 184 Concordancia de verbos, 186
Comas.
Cuaderno de práctica. Comprensión de lectura págs. 174, 175 y 176.
Diario de lectura de Cuidadora de Dragones
Vocabulario de Cuidadora de Dragones
Muestra de escritura: Escribe la continuación del cuento desde final (cuando los
huevos de dragón regresan)
Hacer un diagrama sobre el ciclo de vida de Hank.
Third Grade Quarter Three
Picture Books:
The Three Little Fish and the Big Bad Shark by Ken Geist
The Gardener by Sarah Stewart
Twelve Terrible Things by Marty Kelley
Tight Times by Barbara Shook Hazen
The Sweetest Fig by Chris VanAllsburg
Tuesday by David Wiesner
July 4 by David Wiesner
Tough Boris by Mem Fox
No David! By David Shannon
Should I Share My Ice Cream by Mo Willems
Elephants Cannot Dance by Mo Willems
We are in a Book by Mo Willems
Today I Will Fly by Mo Willems
Watch Me Throw the Ball by Mo Willems
The Red Book by Barbara Lehman (wordless book)
Museum Trip by Barbara Lehman (wordless book)
The Secret Box by Barbara Lehman (wordless book)
Goal by Mina Javaherbin
Treasures Resources:
Seven Spools of Thread (Unit 4)
Boom Town (Unit 5)
Professional Resources:
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by Fountas & Pinnell
Strategies that Work by Harvey & Goudvis
Comprehension from the Ground Up by Sharon Taberski
Comprehension Connections by Tanny McGregor
Online Resources:
http://www.readinglady.com/index.php?module=pagemaster&PAGE_user_op=vie
w_page&PAGE_id=6
www.busyteacherscafe.com
www.apples4theteacher.com
Graphic Organizers
www.eduplace.com/graphicorganizer
www.mhln.com
Click on For Teachers - Content Key: NATRTE09
Other Resources:
Non-fiction Articles
See The Comprehension Toolkit (See Instructional Coaches/ Library)
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Graphic Organizers
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Strategy Cluster 1 – Monitoring Comprehension
Strategy Cluster 4 – Infer Meaning
Resources uploaded in Spanish Immersion Wiki:
Third Grade Quarter Three
Vocabulario de El jardín de Abdul Gasazi.
Diario de lectura de Abdul Gasazi
Vocabulario de la Cuidadora de Dragones
Diario de lectura de la Cuidadora de Dragones
Assessment:
Anecdotal Notes: How does the student respond to…
How do illustrations give you clues about the purpose or meaning of a text?
What in the illustration(s) supports your inference about the character’s emotion, traits, etc.?
What in the illustration(s) supports your inference about the setting of the text?
What in the illustration(s) supports your inference about the mood of the text?
Graphic Organizer:
Put an illustration on the SMARTBOARD and have students make an inference about the characters, setting or mood of a text. Fill in the graphic organizer - Sample excerpts
could come from The Gardener by Sarah Stewart.
Writing:
Give students an illustration and have them write about what the author is trying to tell them through the illustration; What text might accompany this illustration?
Respond to guiding questions on an exit card or in reading response notebook
Third Grade Quarter Three
Standard:
Reading Informational Text
RL3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitoring for Meaning; Determining Importance and Synthesizing
Content Objectives
Guiding Questions
Vocabulary
I can compare and contrast the theme of
stories.
I can compare and contrast the setting
of stories.
I can compare and contrast the plots of
stories.
I can compare and contrast stories
written by the same author about the
same or similar characters.
What is the theme of this story? Why do you think
that? What in the text justifies the theme you
selected?
How does the theme of this story
compare/contrast to the theme in _________?
Theme
Justify
Compare
Contrast
Setting
What is the setting of this story? What in the text
justifies your setting is correct?
How does the setting of this story
compare/contrast to the setting in __________?
What is plot? (characters, setting,
problem/solution/resolution, events)
What are elements of plot found in this story?
How does the plot of this story compare/contrast
to the plot of __________?
How does this story compare/contrast to another
story written by the same author?
How does this story compare/contrast to another
story with similar characters?
How are the characters similar or different?
How are the themes similar or different?
How are the settings similar or different?
How are the plots similar or different?
Characters
Problem
Solution
Resolution
Plot
Events
Resources
Picture Books:
Patricia Polacco books
Eve Bunting books
Kevin Henkes books
Anansi and the Moss Covered Rock by Eric Kimmel
Anansi Goes Fishing by Eric Kimmel
Anansi and the Talking Melon by Eric Kimmel
Anansi’s Party Time by Eric Kimmel
Miss Nelson Books by James Marshall
Jan Brett Books by Jan Brett
Janell Cannon books
Author study: Kevin Henkes: Crisantemo, El gran día de
Lili, Lili y su bolso de plástico morado, La primera luna
llena de gatita, Prudencia se preocupa
Laura Numeroff: Si le das un panecillo a un alce, Si le das
un panqueque a una cerdita, Si le das un pastelito a un
gato, Si le das una galletita a un ratón, Si le haces una
fiesta a una cerdita, Si llevas un ratón a la escuela , Si
llevas un ratón al cine
Robert Munsch: 50 grados bajo cero, Agú, agú, agú, El
avión de Angela, Los cochinos, Siempre te querré, El traje
de nieve de Tomás
David Shannon: Un caso grave de rayas, David se mete en
líos, David va al colegio, Muy bien Fergus, No, David! Pato
va en bicicleta, Y siguió lloviendo
Tommie De Paola: Strega Nona, El gigante misterioso, La
abuela de arriba y la abuela de abajo.
Eric Carle: La mariquita malhumorada, El oruga
hambriento. La araña ocupada.
Read alouds,
Third Grade Quarter Three
Obra de teatro escrita por los niños en grupos, entrevista al
autor.Diagramas, Gráfico de tu libro favorito, descripción de los
personajes, Secuenciación.
Puerta-Libro favorito del estudio de autor. (ART)
Treasures Resources:
Stone Soup (Unit 3)
Professional Resources
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by Fountas & Pinnell
Strategies that Work by Harvey & Goudvis
Comprehension from the Ground Up by Sharon Taberski
Comprehension Connections by Tanny McGregor
Online Resources:
http://www.educationoasis.com/curriculum/GO/character_story.
htm (Graphic organizers for character comparisons)
Graphic Organizers
www.eduplace.com/graphicorganizer
www.mhln.com
Click on For Teachers - Content Key: NATRTE09
Other Resources:
Science and Social Studies Leveled Readers and Texts
See The Comprehension Toolkit (See Instructional Coaches/
Library)
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Graphic Organizers
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Strategy Cluster 1 – Monitoring Comprehension
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Strategy Cluster 5 – Determining Importance

Strategy Cluster 6- Summarizing and Synthesizing
Life Science (See Essentials Guide)
Civics Unit (See Essentials Guide)
Assessment:
Anecdotal Notes: How does the student respond to…
How does this story compare/contrast to another story written by the same author?
How does this story compare/contrast to another story with similar characters?
How are the characters, setting, plot or theme similar/ different?
Graphic Organizer:
Use this comparison matrix to compare texts from the same author or texts with similar characters. Comparison Matrix
Writing:
After reading two stories by the same author or two stories with similar characters have the students respond in writing to the following questions. Thinking about the two stories
we just read, describe how these stories were similar to each other and how they were different from each other. Be sure to discuss the main elements of literature like
characters, setting, plot and theme.
Venn diagrams comparing themes, settings, plots or characters of two texts
Respond to guiding questions on an exit card or in reading response journals
Fill out a plot map for a text(s); use plot maps to compare/contrast two texts
Third Grade Quarter Three
Standard:
Reading Informational Text
RI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
d. Read on-level text with purpose and understanding.
e. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
f. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitoring for Meaning; Determining Importance and Synthesizing
Content Objectives
Guiding Questions
I can identify the most important points in an
informational text.
I can identify key details that support the most
important points in an informational text.
I can compare and contrast the most
important points and key details presented in
two texts on the same topic.
What text features in informational text could you use to
help you determine the most important points?
(Heading)
Explain what you think a most important point was in
this text? What from the text supports your answer?
How do you know this is a most important point and not
a detail?
What is the difference between a most important point
and a key detail?
What is a key detail that supports the most important
point?
Looking at these two texts on _______, which most
important points are the same? Which are different?
What details are the same in both texts? What details
are different in both texts?
Vocabulary
Resources
Informational Text
Non-Fiction
Most Important
Point
Key Details
Cualquier libro de no ficción que esté conectado a
los temas que se ven en Ciencias, Estudios
Sociales, Estudios Globales y Salud.
Presentación sobre Educación en América del Sur
y comparar con la Educación de los EEUU o entre
dos de los países estudiados.
Integration with Science and Social Studies:
Research on each South American Country. (on
going since the beginning of the year)
Choose one country and develop your own
Informational Project-Text-Book.
www.wikipedia.com (in Spanish) The Project will
have information about different topics and the
students will include most of the non- fiction text
features that we have been studying.
Research on a planet and write your own
postcard.
Power Point Presentation on Earth, Moon, Stars
and Solar System.
Picture Books:
Any informational text
Treasures Resources:
Penguin Chick (Unit 1)
Animal Homes (Unit 5)
Home-Grown Butterflies (Unit 6)
Professional Resources
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by
Fountas & Pinnell
Third Grade Quarter Three
Strategies that Work by Harvey & Goudvis
Comprehension from the Ground Up by Sharon
Taberski
Comprehension Connections by Tanny McGregor
Online Resources:
Nonfiction articles
http://beyondpenguins.nsdl.org/
Good site for differentiated text
http://www.sciencenewsforkids.org/
http://www.tweentribune.com/
http://www.dogonews.com/?page=2
http://www.timeforkids.com/TFK/
http://junior.scholastic.com/
Graphic Organizers
www.eduplace.com/graphicorganizer
www.mhln.com
Click on For Teachers - Content Key: NATRTE09
Venn Diagram
VIP and Key Details
Other Resources:
Science and Social Studies Leveled Readers and
Texts
See The Comprehension Toolkit (See
Instructional Coaches/ Library)

Graphic Organizers

Strategy Cluster 1 – Monitoring
Comprehension

Strategy Cluster 5 – Determining
Importance

Strategy Cluster 6- Summarizing and
Synthesizing
Life Science (See Essentials Guide)
Civics Unit (See Essentials Guide)
Resources uploaded to SI Wiki:
PP sobre Eduación en América del Sur.
Assessment:
Anecdotal Notes: How does the student respond to…
Questions to ask when looking at a single text:
Explain what you think a most important point was in this text? What from the text supports your answer? How do you know this is a most important point and not a detail?
Questions to ask when comparing two informational texts on the same topic:
Looking at these two texts on _______, which most important points are the same? Which are different? What details are the same in both texts? What details are different
in both texts?
Graphic Organizer:
Option #1:Read an informational text and determine the most important points versus the key details in the text. Organize your thinking using the graphic organizer.
Option #2: Read two informational texts on the same topic. Complete a Venn diagram comparing the most important points and key details of two texts on the same topic.
Third Grade Quarter Three
Writing:
Describe the difference between a most important point and a key detail. How can you tell the difference? When you are reading, how do key details help you determine a most
important point?
Respond to guiding questions on an exit card or in reading response journals
Third Grade Quarter Three
Standard:
Foundational Skills: Phonics and Word Recognition
RF.3.3. 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 multisyllable words.
d. Read grade-appropriate irregularly spelled words.
Foundational Skill: Fluency
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitor for Meaning
Content Objectives
Guiding Questions
I can use prefixes and suffixes to identify and
know the meaning of words.
I can decode words with common Latin
suffixes.
What is a prefix? What is a suffix?
What prefixes/suffixes do you recognize in this word?
How can this prefix/suffix help you understand the
meaning of the word better?
What are some examples of other words with the same
prefix/suffix?
I can “chunk” to decode multisyllable words.
Are there any smaller parts in this word that you know?
I can read grade-appropriate irregularly
spelled words.
Does it look right?
Does it sound right?
Does it make sense?
Vocabulary
Resources
Prefix
Suffix
Context
Multi-syllable
Decode
Chunk
Picture Books:
Any picture books
Treasures Resources:
Any text in Treasures
Professional Resources:
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by
Fountas & Pinnell
Strategies that Work by Harvey & Goudvis
Online Resources:
Non-fiction articles
http://beyondpenguins.nsdl.org/
Good site for differentiated text
http://www.sciencenewsforkids.org/
http://www.tweentribune.com/
http://www.dogonews.com/?page=2
http://www.timeforkids.com/TFK/
http://junior.scholastic.com/
http://www.nwf.org/kids
http://howstuffworks.com
Graphic Organizers
www.eduplace.com/graphicorganizer
www.mhln.com
Click on For Teachers
Content Key: NATRTE09
Other Resources:
Science and Social Studies Leveled Readers and
Texts
See The Comprehension Toolkit (See
Instructional Coaches/ Library)
Third Grade Quarter Three
Life Science (See Essential Guide)
Civics Unit (See Essential Guide
Assessment:
Anecdotal Notes:
When showed a multi-syllable word, can the student: decode it? Identify a prefix, baseword, and/or suffix? Describe how the prefix/suffix of the word can help the reader
understand the meaning of the word?
Graphic Organizer:
When given or reading a multi-syllable word, have students fill in the graphic organizer. The graphic organizer includes a column for: word, prefix, base word, suffix, what they
think the meaning of the word is and how they determined the meaning.
Writing:
Write about a multi-syllable word you found while reading today. Describe how you chunked the word. Describe what prefixes or suffixes you recognized in that word and how
they helped you determine the meaning of that word?
Applies skills in writing
DRA
Third Grade Quarter Three
Standard:
RF.3.4. Read emergent-reader texts with purpose and understanding.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Comprehension Strategy: Monitor for Meaning
Content Objectives
Guiding Questions
I can monitor for meaning while reading text.
Are there any smaller parts in this word that you know?
Does it look right?
Does it sound right?
Does it make sense?
Vocabulary
Resources
Monitor
Self-correct
Accuracy
Fluency
Expression
Rate
Reread
Picture Books:
Any picture books
Treasures Resources:
Any text in Treasures
Professional Resources:
Mosaic of Thought by Keene & Zimmerman
Guiding Readers and Writers: Grades 3-6 by
Fountas & Pinnell
Strategies that Work by Harvey & Goudvis
Online Resources:
Non-fiction articles
http://beyondpenguins.nsdl.org/
Good site for differentiated text
http://www.sciencenewsforkids.org/
http://www.tweentribune.com/
http://www.dogonews.com/?page=2
http://www.timeforkids.com/TFK/
http://junior.scholastic.com/
http://www.nwf.org/kids
http://howstuffworks.com
Graphic Organizers
www.eduplace.com/graphicorganizer
www.mhln.com
Click on For Teachers
Content Key: NATRTE09
Other Resources:
Science and Social Studies Leveled Readers and
Texts
See The Comprehension Toolkit (See
Instructional Coaches/ Library)
Life Science (See Essential Guide)
Civics Unit (See Essential Guide)
Assessment:
Anecdotal Notes:
Does the student read text with accuracy and appropriate fluency? (Use the district fluency rubric to assess fluency)
Does the student self-correct mistakes while reading?
What cueing system do they use? Visual (Does it look right?), meaning (Does it make sense?), structure (Does it sound right?)
Third Grade Quarter Three
Writing:
This writing response does not directly assess the standard, but asks the student to reflect on reading processes. When you are reading orally, how is your accuracy? Rate?
Expression? How do they affect your understanding of the story? Do you monitor for meaning while you read? If something doesn’t make sense, what do you do?
Rereads for meaning/self corrects
Comprehends text and can retell story
Amarillo
Reading
Verde
Writing
Rojo
Grammar – Ortografía (Spelling) Cuaderno de práctica de Houghton Mifflin.
Turquesa
Oral Language
Morado
History
Gris
Professional Resources
Azul
Conexiones con otras materias.