3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
FORMING A FOUNDATION FOR READING
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading at the word,
sentence, and connected text levels across content areas that include multicultural texts.
Students will apply
Explain which
Kentucky Learns Links
1,2,3,4
RD-EP-1.0.1
technique(s) can be used
(Reading Comprehension)
Students will apply word recognition strategies word recognition
strategies to determine
to interpret the meaning of
(e.g., phonetic principles, context clues,
meanings of words in
specialized vocabulary.
structural analysis) to determine
passages.
pronunciations or meanings of words in
Context Clues, Phonetic
passages.
Principles, Structural
DOK 2
Analysis
Students will classify
Explain how synonyms,
Kentucky Learns Links
1,2,3,4
RD-EP-1.0.2
words as synonyms,
antonyms, and compound
Students will apply knowledge of synonyms,
antonyms, and
can help with
antonyms, or compound words for
compound words.
comprehension.
comprehension.
DOK 2
Synonyms, Antonyms,
Compound Words
Students will interpret
Describe why is it
Kentucky Learns Links
1,2,3,4
RD-EP-1.0.3
the meaning of the
important to the reader to
Students will know that some words have
word from the passage
understand that some
multiple meanings and identify the correct
they have read.
words have multiple
meaning as the word is used.
meanings.
DOK 2
Explain which
technique(s) could be
used to determine the
correct meaning for a
multiple meaning word.
RD-EP-1.0.4
Students will apply the meanings of common
prefixes or suffixes to comprehend unfamiliar
words.
DOK 2
Students will analyze
words with prefixes and
suffixes to determine
their meaning.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Multiple Meanings
Explain how prefixes and
suffixes can change the
meaning of words.
Kentucky Learns Links
1,2,3,4
Suffixes, Roots, Prefixes,
1
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
RD-EP-1.0.5
Students will identify the purpose of
capitalization, punctuation, boldface type,
italics, or indentations to make meaning of the
text. DOK 1
Students will identify
basic rules for using
capitalization,
punctuation, boldface
type, italics, and
indentations in text.
RD-EP-1.0.6
Students will formulate questions to guide
reading.
Students will obtain
information from the
text by formulating
questions based on the
reading selection.
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
Affixes
How can we use
capitalization,
punctuation, bold, italics,
and indentations to
understand the meaning
of a passage?
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
1,2,3,4
Capitalization,
Punctuation, Bold Face
Type, Italics, Indentations
How can questions guide
reading?
Question Formulation,
Predict, Summarize,
Draw a Conclusion
DEVELOPING AN INITIAL UNDERSTANDING
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
RD-EP-2.0.1
Students will be able to How can
Kentucky Learns Links
Students will distinguish between fiction and non- classify reading
comparing/contrasting
(Author links)
fiction texts.
material as fiction or
characteristics of fiction
Kentucky Learns Links
nonfiction.
and nonfiction help the
(Literature Resources)
reader to understand?
1,2,3,4
Character, Plot, Setting,
Problem, Conflict
Resolution
RD-EP-2.0.2
Students will describe characters, plot, setting,
or problem/solution of a passage.
DOK 3
Students will list the
characters in the
passage. Students will
describe the plot,
setting, and
problem/solution of the
passage.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
How do literary elements
help readers understand
the story?
Kentucky Learns Links
(Elements of Stories)
1,2,3,4
Conflict/Problem,
Resolution/Solution,
Characters, Plot, Setting
2
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
RD-EP-2.0.3
Students will locate key ideas or information
in a passage.
DOK 1
Students will be able to
list the five W’s.
How can locating key
ideas or information help
us comprehend the
passage?
Kentucky Learns Links
(Comprehension)
1,2,3,4
Identify and locate the
main idea, supporting
details, and summarize
key information. Who,
what, when, where, why
#223 OR Famous (Arlo Moore)
#226 OR One Brave Summer
#224 OR Drinking Milk is Good for Birds #1
#120 OR Message from the Sea
#106 OR Feet
#469 OR America’s Best Girl
#118 OR Ben Franklin
#114 OR Peanut Patch
RD-EP-2.0.4
Students will interpret specialized vocabulary
(words and terms specific to understanding the
content).
DOK 2
Students will be able to
read and understand
vocabulary words in a
passage.
How can using text
features help us to
understand the passage?
Main ideas, Supporting
Details, Headings,
Captions, Skim, Scan
#122 OR Down the Rabbit Hole
Kentucky Learns Links
(vocabulary)
1,2,3,4
Kentucky Learns Links
(Practical Reading)
Specialized Vocabulary,
Context Clues
RD-EP-2.0.5
Students will identify the correct sequence.
DOK 1
Students will be able
to construct a
chronological map
of the events in the
passage.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
How does sequence help
me understand the story?
Kentucky Learns Links
1,2,3,4
#114 OR Peanut Patch
Chronological,
Sequential, Sequence,
#225 OR Drinking Milk is Good for Birds #2
3
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Problem/Solution
#106 OR Feet
RD-EP-2.0.7
Students will make inferences or draw
conclusions based on what is read.
DOK 3
Students will predict
the conclusion of a
passage.
How can inferences help
you understand the
author’s meaning?
Kentucky Learns Links
(Sequencing & retelling)
1,2,3,4
#73 OR Poetry Comparison
Outcomes, Conclusion,
Predict, Inferences,
Generalization,
Conclusions, Perspective
#470 OR The Guest
#226 OR One Brave Summer
#72 OR Doing Away With
#221 Cleaning Up the Ocean
#110 OR Lazy Donkeys
#55 OR Poetry
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text as well as
focusing on specific information.
Students will describe
How do a character’s
Kentucky Learns Links
1,2,3,4
RD-EP-3.0.1
character’s actions in a
actions affect the
Students will explain a character’s or
story.
outcome of the story?
#471 OR Gonzalo
speaker’s actions based on a passage.
DOK 3
How does the author use
#470 OR The Guest
the character’s actions to
enhance the reader’s
#121 OR Clam Tide
understanding of a
passage?
#2-Robert Frost
RD-EP-3.0.2
Students will explain how a conflict in a passage
Students will identify
how a conflict is
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Character’s Actions
#45 Beverly Cleary
How is the conflict in a
passage resolved?
Kentucky Learns Links
1,2,3,4
4
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
is resolved.
resolved.
RD-EP-3.0.3
Students will identify an author’s purpose in a
passage.
Students will identify
the author’s purpose for
a passage.
Problem/Solution
Conflict, Resolution,
Context Clues
How do author’s
purposes vary according
to the type of passage?
RD-EP-3.0.4
Students will identify main ideas or details that
support them.
DOK 3
Students will be able to
identify the main idea of
a passage.
Students will be able to
identify supporting
details.
Literary, Narrate,
Context-Clues
Persuade, inform,
entertain, purpose
How do details support
the main idea?
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
1,2,3,4
Author’s Purpose
(Unit)
Kentucky Learns Links
1,2,3,4
#106 OR Feet
Main Ideas, Supporting
Details, Examples
#118 OR Ben Franklin
#44 OR Bicycle Rider
#72 OR Doing Away With
RD-EP-3.0.5
Students will identify fact or opinion from a
passage.
DOK 2
RD-EP-3.0.6
Students will identify information in a passage
that is supported by fact.
DOK 2
Students will be able to
classify statements from
a passage, as fact or
opinion
Why is it important to
determine the difference
between fact and
opinion?
Students will identify
supporting details for
facts found in the
reading passage.
Fact, Opinion, Compare,
Contrast
How can you identify
information in a passage
that is supported by
facts?
Kentucky Learns Links
(Fact & opinion)
1,2,3,4
1,2,3,4
Opinion, Context Clues,
Fact, Supporting Details
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
5
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
RD-EP-3.0.7
Students will identify an author’s opinion about a
subject.
Students will identify
and summarize the
author’s opinion.
How can you identify the
author’s opinion on the
subject?
RD-EP-3.0.8
Students will identify informative or persuasive
passages.
Students will classify
passages as informative
or persuasive.
Opinion
How do you know if a
passage is informative or
persuasive?
Students will describe
the techniques used for
persuasion in a passage.
Informational Passages,
Persuasive Passages
How can authors use
techniques to persuade
the reader?
RD-EP-3.0.9
Students will identify commonly used persuasive
techniques (i.e., emotional appeal and
testimonial) used in a passage.
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
1,2,3,4
1,2,3,4
1,2,3,4
Emotional Appeal,
Testimonial,
Advertisements
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.
RD-EP-4.0.1
Students will compare
How can personal (real
Kentucky Learns Links
Students will connect information from a passage the passage with real
world) knowledge enable
to students’ lives (text-to-self), real world issues
world experiences.
the reader to reflect and
#55 OR Good Luck Gold
(text-to-world) or other texts (text-to-text - e.g.,
respond to the text
novel, short story, song, film, website, etc.).
(passage)?
#91 OR Exploring Myths #1
Real World, Reflect,
Respond Setting, Plot,
Characters, Resolution,
Relate
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
1,2,3,4
#92 OR Exploring Myths #2
#223 OR Famous (Arlo Moore)
6
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features such
as irony, humor, and organization.
RD-EP-5.0.1
Students will evaluate what is read based on the
author’s word choice, content, or use of literary
elements.
Students will analyze
interrelationships
among what’s read.
How can we understand
the author’s purpose for
the story?
#4 Laura Ingalls Wilder
1,2,3,4
Kentucky Learns Links
Point of view, Setting,
Characters, Plot
RD-EP-5.0.2
Students will identify literary devices such as
foreshadowing, imagery, or figurative language
(i.e., similes and personification).
Students will identify
literary devices in a
passage.
RD-EP-5.0.3
Students apply knowledge of text features (e.g.,
pictures, lists, charts, graphs, tables of
contents, indexes, glossaries, captions,
headings) to answer questions about a passage.
DOK 2
Students will form a
conclusion from the
data presented in a
passage.
RD-EP-5.0.4
Students will identify the organizational pattern,
used (e.g., sequence, cause and effect, or
comparison and contrast) to understand the
passage.
Students will determine
the organizational
pattern used.
How can the use of
literary devices help the
reader critically evaluate
a passage?
Simile, personification,
imagery, Metaphors,
Figurative Language
How can text features be
used to answer questions
about the passage?
#113 Poetry Terms
1,2,3,4
Kentucky Learns Links
Kentucky Learns Links
(parts of a book; visual aids for books)
1,2,3,4
#225 OR Drinking Milk is Good for Birds #2
Index, glossary, heading,
caption, Lists, Pictures,
Graphs
How are the
organizational patterns
used to support or refute
predictions?
Kentucky Learns Links
(Sequencing and retelling)
1,2,3,4
Sequence, Compare,
Contrast, Cause, Effect,
Chronological Order
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
7
updated 2/14/08
3rd Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE
INDICATORS
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
ESSENTIAL
OUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
8
updated 2/14/08