Reading
Common Core Standards
3rd Grade
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies
learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans,
teachers should keep in mind the following best practices:
 Learning Targets – “I can…”, “Today I will…”
 Rutherford’s Principles of Learning
 Congruency – Activity matches the learning target
 Overt Responses – All, Abundant, During
 Performance Feedback – Abundant, immediate,
 Locale Memory – Learning in 3D spatial area
specific
 Conscious Attention – Gaining, keeping, & applying
 Personal Relevance – Linking to student survival or
attention
well-being
 Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label;
Level 3 – Right + Left Hemisphere
 21st Century Skills
 Communication
 Collaboration
 Creativity & Innovation
 Critical Thinking and Problem Solving
 Silver and Strong/Thoughtful Ed Vocabulary Strategies
 Formative Assessments – Assessment FOR Learning
 Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES : Graphic Organizers aligned with Standards
1
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
3rd Grade
Common Core Standards
Literature (RL)
Common Core Standard
Key Ideas and Details
3.RL.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly
to the text as the basis for the 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 key details in the text.
I know this because….
According to the selection…
Textual evidence
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.
Perspective
Point of view
Cause and Effect
Compare/Contrast
Learning Targets
Vocabulary
Cite the text when asking and
answering questions about a
reading selection
o
Determine the:
 moral of a fable
 lesson of a folktale
 central message of a myth
Resources
http://www.readworks.org/lessons/conc
epts/explicit-information
o
o
o
I know this
because, Give a
reason/support
your answer
Myth
Theme
Details
o
o
o
o
Character
Sequence
Motivation
Trait
http://www.learner.org/interactives/stor
y/cinderella.html
CIITS Passage, The Golden Fish
Common Core Coach: Lesson 1 – Reading
Myths and Fables
Determine how the central
message, lesson or moral is
conveyed through key details in the
text.
Infer a character’s feelings and/or
emotions
Analyze a character’s feelings
and/or emotions
CIITS Passage: A Name for Baby
Interpret how a character’s:
 traits
 motivations
 feelings
lead to actions
Explain how a character’s actions
contribute to the sequence of
events
Craft and Structure
2
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
3.RL.4
Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from nonliteral
language.
Non-literal
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 sections.
I know this because…
According to the selection…
Sequence/Scaffolding
Analyze
Distinguish literal and non-literal
words and phrases as they are used
in the text.
Refer to parts of:
 stories
 dramas
 poems
when speaking or writing about text
o
o
o
o
Figurative
Idiom
Literal
Non-literal
http://www.waygook.org/index.php/topi
c,3524.msg17519.html#msg17519
o
o
o
o
Chapter
Stanza
Scene
Poem
Common Core Coach: Lessons 6 & 7Reading Drama & Poetry
Use terms such as:
 chapter
 scene
 stanza
to describe how each part builds on
earlier sections
Compare/contrast own point of
view to the narrator’s or the
character’s point of view
3.RL.6
Distinguish their own point of view from
that of the narrator or those of the
characters.
Integration of Knowledge and Ideas
3.RL.7
Explain how aspects of:
Explain how specific aspects of a text’s
 illustrations contribute to
illustrations contribute to what is conveyed
the words in a story
by the words in a story (e.g., create mood,
 text illustrations create the
emphasize aspects of a character or
mood of a story
setting).
text illustrations emphasize:
 a character
Picture Walk
 the setting
3.RL.8 No Common Core Standard
3.RL.9
3rd Grade
Common Core Standards
Compare and contrast the:
http://www.readwritethink.org/classroo
m-resources/lesson-plans/figurativelanguage-teaching-idioms-254.html
http://www.readwritethink.org/classroo
m-resources/lesson-plans/teachingpoint-view-with-789.html
o Mood
Crosswalk Coach: Lesson 9 –
Illustrations and Maps
o
Graphic Organizer
Theme
3
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
3rd Grade
Common Core Standards

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).

Paired text, excerpts, passages, chapter
books

theme in stories written by
the same author about the
same or similar characters
setting in stories written by
the same author about the
same or similar characters
plot in stories written by the
same author about the
same or similar characters
o
o
Setting
Plot
http://www.scholastic.com/teachers/less
on-plan/graphic-organizer-settingcomparison
Passage w/questions
http://betterlesson.com/document/9556
9/the-wise-choice-theme-3rd
Range of Reading and Level of Text Complexity
3.RL.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.
Informational Text (RI)
Common Core Standard
Key Ideas and Details
3.RI.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly
to the text as the basis for the answers.
Text dependent, cite, infer
I know this because…
According to the selection
3.RI.2
Determine the main idea of a text; recount
the key details and explain how they
support the main idea.
Vocabulary
Learning Targets
Resources
Cite the text when asking and
answering questions about a
reading selection
o
I know this
because…
Nonfiction Passages:
http://www.readworks.org/books/passage
s
Identify the main idea of a text.
o
o
Main Idea,
Details
PD 360 main idea video (under learning
progressions)
Recount (describe) the key details.
Explain how the key details support
the main idea.
4
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
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.
Consequence/outcome – school rules
First/Second/Third
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
efficiently.
Examples of sidebars
3.RI.6
Distinguish their own point of view from
that of the author of a text.
Common Core Standards
Describe the relationship that occurs
in a text between:
 historical events
 scientific ideas or concepts
 the steps from a procedure
o Steps
o Series
o Technical
3rd Grade
http://www.monarchknights.com/teacher
webpages/moss/documents/Sequence_LP.
pdf
Describe the sequence of events
using language that pertains to:
 time
 sequence
 cause/effect
Determine the meaning of:
 general academic
 domain-specific
words and phrases in a text relevant
to grade 3 topic or subject area
Identify text features and search
tools (e.g., key words, sidebars,
hyperlinks).
http://www.readworks.org/lessons/grade3
/vocabulary-context
o
Text Features
http://www.internet4classrooms.com/grad
e_level_help/use_text_features_language_
arts_third_3rd_grade.htm
o
Point of View
http://www.youtube.com/watch?v=Kt0BgF
t-h_4&feature=related
Use text features and search tools to
help locate information relevant to a
given topic efficiently.
Identify your point of view of the
story.
Distinguish their point of view from
that of the author of a text.
Integration of Knowledge and Ideas
3.RI.7
Use information gained from illustrations
Demonstrate an understanding of
text using information from
o Text Features
http://www.internet4classrooms.com/grad
e_level_help/use_text_features_language_
5
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
(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).
Understand information the way that it is
presented
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).
Author’s argument
What structure does the author use to
present their ideas or argument?
3.RI.9
Compare and contrast the most important
points and key details presented in two
texts on the same topic.
3rd Grade
Common Core Standards
illustrations:
 maps
 photographs
Demonstrate an understanding of
text using information from words
that tell:
 where
 when
 why
 how
key events occur
Describe the connections between
particular sentences and paragraphs
in a text.
Use words to show comparisons,
sequence, and cause and effect to
demonstrate a connection between
sentences and paragraphs in a text.
Distinguish between key details and
important points
Compare and contrast the:
 most important points in
Paired passages
two different texts on the
same topic
 key details in two different
texts on the same topic
Range of Reading and Level of Text Complexity
3.RI.10
By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and
arts_third_3rd_grade.htm
o
o
Cause/Effect
http://www.studyzone.org/testprep/ela4/o
Compare/Contr /causeeffectl.cfm
ast
o Sequence
http://www.readworks.org/lessons/grade3
/cause-and-effect
o
Compare/Con
trast
o Details
Crosswalk Coach: Lesson 10 – Compare and
Contrast Literature
6
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
3rd Grade
Common Core Standards
technical texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Foundational Skills (RF)
Common Core Standard
Phonics and Word Recognition
3.RF.3 (No Common Core Standards for 3.RF.1 and
Learning Targets
Vocabulary
Resources
3.RF.2)
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.
Fluency
3.RF.4
Read with sufficient accuracy and fluency to
support comprehension.
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 selfcorrect word recognition and
understanding, rereading as
necessary.
Leveled reading passages:
www.foridahoteachers.org
www.readinga-z.com
www.readworks.com
7
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards