Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
OVERVIEW
How do we evaluate if meaning is truly mastered? If we can compare and contrast
aspects of a text or different texts to one another, we must have a deep understanding
of the text itself. Comparing and contrasting themes, settings, plots of stories, important
points or key details presented in two texts requires that we demonstrate not just
mastery of meaning, but demonstrate high levels of comprehension of all the aspects
that make up a particular text.
Academic Vocabulary
(To be explicitly taught throughout the course of the unit.)
In this unit, students’ reading should be focused on comparing and contrasting. Using
literature, students can compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters. Using informational
texts, students can compare and contrast the most important points and key details
presented in two or more texts on the same topic. Additionally, students will continue to
utilize their understanding of phonics to develop fluency in their reading. After
experience comparing and contrasting fairy tales, students will eventually produce their
own fairy tales. They will begin by adapting familiar fairy tales and will culminate the
unit and the year by producing their very own original fairy tales. Students’ writing
should include correct use of third grade Common Core Conventions of Standard
English (i.e. regular and irregular nouns and verbs, abstract nouns, simple verb tenses,
subject-verb agreement, possessives, capitalization, punctuation, and spelling). Finally,
with guidance and support from adults, students will use technology to publish, interact,
and collaborate with others.
The standards in this unit are conceptually connected because they are centered on
comparing and contrasting. The purpose of the readings should be to compare and
contrast, and students will use the fairy tales they have compared and contrasted in this
unit and the previous unit to help develop their own voices in their own adapted and
original fairy tales. As with all units aligned to the Common Core State Standards,
students should continue to support their ideas with evidence from the texts they read.
Students should also be continually using a variety of vocabulary strategies (i.e. root
words, known affixes, context clues) to aid in developing meaning from texts.
TIER 2
(Academic)
Evaluate
Compare/Contrast
Key Details
Topics
Similar
Points
Text
Pace
Adapt/Adaptation
Original
TIER 3
(Domain Specific)
Theme
Setting
Plot
Character
Fairy Tale
Major
Character/Minor
Character
Narration
Refrains
Dialogue
Figurative Language
Descriptive Words
Subject/Verb
Agreement
Pronoun/Antecedent
Agreement
Complex Sentence
Temporal
Words/Phrases
This is the final unit of the year. It is an accumulation of what students have previously
studied. Using the skills they have mastered throughout the year, students will be able
to successfully compare and contrast the different aspects of texts, as well as compare
and contrast different texts.
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 1 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
READING STANDARDS: FOUNDATIONAL SKILLS - RF
These standards will be assessed periodically based on student need or as identified by the school phonics/fluency program. Those students who need extra practice
with these skills should receive the support they need in small-group instruction or pull-out/push-in intervention.
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 multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
RF.3.4 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 self-correct word recognition and understanding, rereading as necessary.
PRIORITY STANDARDS
READING STANDARDS FOR LITERATURE -RL
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).
(DOK 3-4)
READING STANDARDS FOR INFORMATIONAL TEXT - RI
RI.3.9. Compare and contrast the most important points and key details presented by
two texts on the same topic. (DOK 3)
WRITING STANDARDS -W
W.3.3. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. (DOK 3-4)
a. Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
Supporting Standards
*RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
*RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers
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.)
W.3.5
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
With guidance and support from peers and
page 2 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
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 on pages 28 and 29.)
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.
(DOK 1-2)
SPEAKING & LISTENING STANDARDS -SL
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.
(DOK 1-4)
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 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 understanding in light of
the discussion.
LANGUAGE STANDARDS -L
(Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use, students should nevertheless be held
accountable to skills learned in previous units and/or grades. Students may need reinforcement of skills that were taught and learned in previous units and years.)
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2)
f. Ensure subject-verb and pronoun-antecedent agreement. *
i. Produce simple, compound, and complex sentences.
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 3 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(DOK 1)
c. Use commas and quotation marks in dialogue.
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.
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (DOK 2)
a. Choose words and phrases for effect. *
b. Recognize and observe differences between the conventions of spoken and written standard English.
VOCABULARY: RL.3.4, RI.3.4, L.3.4, L.3.5
These standards focus on building the academic vocabulary students need to access grade-level complex-texts.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (DOK 1-3)
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.
(DOK 1-3)
L.3.4. 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. (DOK 1-3)
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 word relationships and nuances in word meanings. (DOK 1-3)
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 or mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered).
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 4 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
EMBEDDED STANDARDS
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.
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.
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.
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 on pages 28 and 29 for specific expectations.)
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).
ENDURING UNDERSTANDNGS and ESSENTIAL QUESTIONS
Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment. Enduring
Understandings are those concepts we want students to remember ten years from now. They are the important concepts underlying the content. The goal is that
after instruction, students should be able to independently answer the Essential Question with a grade-appropriate version of the Enduring Understanding.
Activities should be designed to allow the student to discover the Enduring Understanding.
By comparing and contrasting texts, students will become critical and analytical thinkers. (RL3.9, RI 3.9)
 How are the themes, settings, and plots in two works of fiction by the same author similar? How are they different?
 What is the same about a character in two works of fiction by the same author? In what ways has the character changed?
 What key details and points are the same in two different texts on the same topic? What key details and points are different?
Knowing and using the elements of story structure helps writers create interesting and engaging narratives. (W3.3, W3.6, SL3.4)
 What will the setting and plot of your story be?
 How will your character change throughout the story you write?
 How will you decide what is important to include in your story, and what is unnecessary?
 How will you use technology to share your narrative?
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 5 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)

How will you orally present your narrative in a clear way and at an understandable pace?
Using grammar and conventions correctly helps writers make their meaning clear to readers. (L3.1, L3.2, L3.3)
 What happens for the reader when language conventions (e.g. commas, quotation marks, subject-verb agreement, pronoun-antecedent
agreement, sentence structure, etc.) are not used correctly?
 What happens for the listener when language conventions are not used correctly?
Building academic vocabulary helps students understand complex texts. (RL3.4, RI3.4, L3.4, L3.5)
 What are the literal meanings of words and phrases in a text?
 What is the purpose of the use of “non-literal” words or phrases?
 What is the meaning of the academic and domain-specific words and phrases in the text?
 How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and
phrases in a text?
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 6 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
CHAPTERS OF LEARNING
The Chapters of Learning should be determined during collaborative planning sessions within grade-level teams.
Chapter 1 of 4
Approximate Length: 7-9 Days
Standards: RL3.9, W3.3, L3.2 c,e,f,g, RL3.4, L3.4, L3.5
Enduring Understandings:
 By comparing and contrasting texts, students will become critical and analytical thinkers.
 Knowing and using the elements of story structure helps writers create interesting and engaging narratives.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will study different versions of classic fairy tales and will begin to create their own adaptations of a classic fairy
tale. Additionally, with scaffolding (such as sentence frames and teacher modeling), students will discuss what is similar
and what is different about two works of fiction by the same author.
Types of assessment recommended:
Performance task demonstrating mastery of standards; self-assessing writing; formative assessments to adjust
instruction; “Common Core State Standards Formative Assessments Reading Literature” RL 3.4 and RL 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Literature-CCSS-Formative-Assessments-for-ANYbook-747317 $ and graphic organizers from “Hello Literacy: Common Core Reading Literature”
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6-FictionStandards-1001786
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 7 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
Criteria for Success
Essential Questions
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). (DOK 3-4)
Students will demonstrate
that they are able to
compare/contrast the
themes, settings, and plots
of stories with the same or
similar characters by
successfully completing
compare/contrast graphic
organizers, eg. Venn
diagrams.

W.3.3. Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences. (DOK 3-4)
Students will use mentor
texts (classics and adapted
versions) to begin adapting
their own versions of a
classic fairy tale. Students
will practice self-assessing
as they write.




L.3.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
Students will practice using
language conventions in
their writing, specifically
using commas and
quotation marks in
dialogue correctly.


How are the themes,
settings, and plots in
two works of fiction by
the same author
similar? How are they
different?
What is the same
about a character in
two works of fiction by
the same author? In
what ways has the
character changed?
What will the setting
and plot of your story
be?
How will your
character change
throughout the story
you write?
How will you decide
what is important to
include in your story,
and what is
unnecessary?
What happens for the
reader when
language conventions
are not used
correctly?
What happens for the
listener when
Corresponding ELD Standards and EL
Considerations
1B6
1C10, 2A1, 2A2, 2C6, 2C7
1C10, 1C11
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 8 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
language conventions
are not used
correctly?
RL.3.4. Determine the
meaning of words and
phrases as they are used in
a text, distinguishing literal
from nonliteral language.
(DOK 1-3)
L.3.4. 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. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as orally use
these words correctly
through a variety of
vocabulary lessons
including quiz-quiz-trade.
These word skills will be
practiced based on teacher
discretion, using a variety
of strategies.

What are the literal
meanings of words
and phrases in a text?

What is the purpose
of the use of “nonliteral” words or
phrases?

How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?

What is the purpose
of the use of “nonliteral” words or
phrases?
1B6, 1B7, 1B8
1B6, 1B7, 1B8
1B7, 1B8, 1C12
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 9 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 1 Resource Overview
Reading & Vocabulary
 Superfudge by Judy Blume (guided reading) to be used to compare characters, setting, plot, and theme with Tales
of a Fourth Grade Nothing (the read aloud from Unit 4) *
 Prince Cinders and Princess Smartypants by Babette Cole (read alouds) to be used to compare and contrast
elements of fiction with each other and as mentor texts for writing fairy tales *
 Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck *
 Common Core Standards Plus Teacher Edition
 Read and Succeed, Comprehension Level 3
 Reading to Learn from Informational Text by Jen Jones *
 “Common Core State Standards Formative Assessments Reading Literature” RL 3.4 and RL 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Literature-CCSS-Formative-Assessments-forANY-book-747317 $
Grammar
 Use commas and quotation marks in dialogue (review as necessary)
-
iPad App – Grammaropolis
“Quotation Marks Song” by The Grammarheads http://www.youtube.com/watch?v=OLB1IUNdoSE
Common Core Standards Plus Punctuation Lessons 5 – 8 and Evaluation 2
HM: Practice Book, Workbook Plus, Reteaching Workbook
Harcourt Family Learning: Complete Curriculum, Grade 3
Evan-Moor: Grammar and Punctuation, Grade 3
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 10 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Spelling
-
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
What Really Matters in Spelling by Patricia Cunningham
Month by Month Phonics for 3rd Grade by Patricia Cunningham
Writing
 Narrative Piece (Fairy Tales)
- Step Up to Writing Primary Level
- Common Core Standards Plus
- Once Upon a Time: Adapting and Writing Fairy Tales by Lucy Calkins, Shana Frazin, and Maggie and Kelly
Boland Hohne from Units of Study in Opinion, Information, and Narrative Writing Grade 3*
* Highly recommended
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 11 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 2 of 4
Approximate Length: 7-9 Days
Standards: RL3.9, W3.3,L3.1f, L3.2 e,f,g, RL3.4, L3.4, L3.5
Enduring Understandings:
 By comparing and contrasting texts, students will become critical and analytical thinkers.
 Knowing and using the elements of story structure helps writers create interesting and engaging narratives.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will adapt a different fairy tale and will begin to rely more on themselves and each other (rather than relying on
the teacher for help) in their writing. Additionally, with less scaffolding than in the first chapter, students will discuss what
is similar and what is different about two works of fiction, ideally a series, by the same author.
Types of assessment recommended:
Performance task demonstrating mastery of standards; self- and peer- assessing writing; formative assessments to adjust
instruction; “Common Core State Standards Formative Assessments Reading Literature” RL 3.4 and RL 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Literature-CCSS-Formative-Assessments-for-ANYbook-747317 $ and graphic organizers from “Hello Literacy: Common Core Reading Literature”
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6-FictionStandards-1001786
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 12 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
Criteria for Success
Essential Questions
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). (DOK 3-4)
Students will demonstrate
that they are able to
compare/contrast the
themes, settings, and plots
of stories with the same or
similar characters by
successfully completing
compare/contrast graphic
organizers, eg. Venn
diagrams.

W.3.3. Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences. (DOK 3-4)
Students will use mentor
texts (classics and adapted
versions) to adapt their
own versions of a second
classic fairy tale. Students
will practice self-assessing
and peer-assessing as
they write.

When comparing and
contrasting two pieces of
fiction, students will
practice using correct
language conventions with
the assistance of sentence
frames if necessary.

L.3.1. f. Ensure subject-verb
and pronoun-antecedent
agreement. (DOK 1-2)
L.3.2. Demonstrate
command of the conventions



How are the themes,
settings, and plots in
two works of fiction by
the same author
similar? How are they
different?
What is the same
about a character in
two works of fiction by
the same author? In
what ways has the
character changed?
What will the setting
and plot of your story
be?
How will your
character change
throughout the story
you write?
How will you decide
what is important to
include in your story,
and what is
unnecessary?
What happens for the
reader when
language conventions
are not used
correctly?
Corresponding ELD Standards and EL
Considerations
1B6
1C10, 2A1, 2A2, 2C6, 2C7
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1C10, 1C11
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 13 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
Students will practice using
language conventions in
their writing.
RL.3.4. Determine the
meaning of words and
phrases as they are used in
a text, distinguishing literal
from nonliteral language.
(DOK 1-3)
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as use these
words correctly, orally,
through a variety of
vocabulary lessons
including quiz-quiz-trade.
These word skills will be
practiced, using a variety
of strategies, based on
teacher discretion.
L.3.4. 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. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)

What is the meaning
of the academic and
domain-specific words
and phrases in the
text?
1B6, 1B7, 1B8

How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
1B6, 1B7, 1B8

What is the purpose
of the use of “nonliteral” words or
phrases?
1B7, 1B8, 1C12
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 14 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 2 Resource Overview
Reading & Vocabulary
 Superfudge by Judy Blume (guided reading) to be used to compare characters, setting, plot, and theme with Tales
of a Fourth Grade Nothing (the read aloud from Unit 4) *
 Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck *
 Common Core Standards Plus Teacher Edition
 Read and Succeed, Comprehension Level 3
 Hello Literacy Common Core Reading Literature by Jen Jones *
 “Common Core State Standards Formative Assessments Reading Literature” RL 3.4 and RL 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Literature-CCSS-Formative-Assessments-forANY-book-747317 $
Grammar and Punctuation
 Use subject-verb (review as necessary) and pronoun-antecedent agreement
- Online Resources *



-
video for subject verb agreement
Schoolhouse Rock Pronouns
pronoun-antecedent agreement - simple video
Workbook and Reproducible Resources




Common Core Standards Plus Grammar and Usage
HM: Practice Book, Workbook Plus, Reteaching Workbook
Harcourt Family Learning: Complete Curriculum, Grade 3
Evan-Moor: Grammar and Punctuation, Grade 3
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 15 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Spelling
-
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
What Really Matters in Spelling by Patricia Cunningham
Month by Month Phonics for 3rd Grade by Patricia Cunningham
Writing
 Narrative Piece (Fairy Tales)
- Step Up to Writing Primary Level
- Common Core Standards Plus
- Once Upon a Time: Adapting and Writing Fairy Tales by Lucy Calkins, Shana Frazin, and Maggie and Kelly
Boland Hohne from Units of Study in Opinion, Information, and Narrative Writing Grade 3*
* Highly recommended
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 16 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 3 of 4
Approximate Length: 7-9 Days
Standards: RI3.9, W3.3,L3.1i (sentence variety: simple, compound, complex), L3.2 e,f,g, RI3.4, L3.4, L3.5, W3.6
Enduring Understandings:
 By comparing and contrasting texts, students will become critical and analytical thinkers.
 Knowing and using the elements of story structure helps writers create interesting and engaging narratives.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Using what they’ve learned from reading and adapting fairy tales, students will create their own original fairy tales.
Additionally, with scaffolding (such as sentence frames and teacher modeling), students will discuss what is similar and
what is different about two pieces of non-fiction text on the same topic.
Types of assessment recommended:
Performance task demonstrating mastery of standards; self- and peer- assessing writing; formative assessments to adjust
instruction; “Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-Formative-Assessments-forANY-book-782313 $ and graphic organizers from “Reading to Learn from Informational Texts”
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6-InformationalStandards-1150185
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 17 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
RI.3.9. Compare and
contrast the most important
points and key details
presented by two texts on
the same topic. (DOK 3)
W.3.3. Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences. (DOK 3-4)
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. (DOK 1-2)
L.3.1.i. Produce simple,
compound, and complex
sentences. (DOK 1-2)
L.3.2. Demonstrate
Criteria for Success
Students will demonstrate
that they are able to
compare/contrast the key
details and points of
informational text by two
different authors on the
same topic by successfully
completing
compare/contrast graphic
organizers, e.g. Venn
diagrams.
Students will begin to
create their own original
fairy tales that include
characters, setting, plot, a
logical sequence, temporal
words, and a sense of
closure. Students will
practice self-assessing and
peer-assessing as they
write. They will begin to
publish their final drafts.
Essential Questions

What key details and
points are the same in
two different texts on
the same topic?

What key details and
points are different?

What will the setting
and plot of your story
be?
How will your
character change
throughout the story
you write?
How will you decide
what is important to
include in your story,
and what is
unnecessary?
How will you use
technology to share
your narrative?



When comparing and
contrasting two pieces of
informational text, students
will practice using correct
language conventions,
using sentence variety
(including simple,

What happens for the
reader when
language conventions
are not used
correctly?
Corresponding ELD Standards and EL
Considerations
1B6
1C10, 2A1, 2A2, 2C6, 2C7
1A2, 1C10,
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1C10, 1C11
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 18 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RI.3.4. Determine the
meaning of general
academic and domainspecific words and phrases
in a text relevant to a grade 3
topic or subject area. (DOK
1-3)
L.3.4. 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. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
compound, and complex
sentences) with the
assistance of sentence
frames.
Students will practice using
language conventions in
their writing.
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as use these
words correctly, orally,
through a variety of
vocabulary lessons
including quiz-quiz-trade.
These word skills will be
practiced, using a variety
of strategies, based on
teacher discretion.



What is the meaning
of the academic and
domain-specific words
and phrases in the
text?
How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
What is the purpose
of the use of “nonliteral” words or
phrases?
1B6, 1B7, 1B8
1B6, 1B7, 1B8
1B7, 1B8, 1C12
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 19 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 3 Resource Overview
Reading & Vocabulary
 Why Should I Recycle? by Jen Green (guided reading) *
 Recycle!: A Handbook for Kids by Gail Gibbons (read aloud): both books will be used to compare and contrast their
key points and details *
 Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck *
 Common Core Standards Plus Teacher Edition
 Read and Succeed, Comprehension Level 3
 Reading to Learn from Informational Text by Jen Jones *
 “Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-FormativeAssessments-for-ANY-book-782313 $
Grammar
 Write compound and complex sentences (review as necessary)
- Online Resources *
 Compound and complex sentences - Great for teacher review AND for students
 Online game - difficult
 Compound sentence worksheet
 Compound vs complex sentences worksheet - online or printable
 Compound and complex sentences short video
-
Workbooks with compound and complex sentences
 Standards Plus Student Workbook pages 79-83
 HM: Practice Book, Workbook Plus, Reteaching Workbook
 Harcourt Family Learning: Complete Curriculum, Grade 3
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 20 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)


Evan-Moor: Grammar and Punctuation, Grade 3
Common Core Standards Plus Teacher Edition
Spelling
-
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
What Really Matters in Spelling by Patricia Cunningham
Month by Month Phonics for 3rd Grade by Patricia Cunningham
Writing
 Opinion Piece
- Step Up to Writing Primary Level
- Common Core Standards Plus
- Changing the World: Persuasive Speeches, Petitions, and Editorials by Lucy Calkins and Kelly Boland
Hohne from Units of Study in Opinion, Information, and Narrative Writing Grade 3*
* Highly recommended
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 21 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 4 of 4
Approximate Length: 7-9 Days
Standards: RI3.9, W3.3, SL3.4, L3.2 e,f,g, RI3.4, L3.4, L3.5, W3.6
Enduring Understandings:
 By comparing and contrasting texts, students will become critical and analytical thinkers.
 Knowing and using the elements of story structure helps writers create interesting and engaging narratives.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will publish and share their original fairy tales. Additionally, with less scaffolding than in the previous chapter,
students will discuss and write about what is similar and what is different about two pieces of non-fiction text on the same
topic.
Types of assessment recommended:
Performance task demonstrating mastery of standards e.g. published and presented fairy tale; summative assessment of
reading, writing, language and vocabulary standards.
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 22 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
RI.3.9. Compare and
contrast the most important
points and key details
presented by two texts on
the same topic. (DOK 3)
W.3.3. Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences. (DOK 3-4)
Criteria for Success
Students will demonstrate
that they are able to
compare/contrast the key
details and points of
informational text by two
different authors on the
same topic by successfully
completing
compare/contrast graphic
organizers, e.g. Venn
diagrams.
Students will finish and
publish their original fairy
tales. They will present
their completed stories to
their own class or a class
of younger children.
Essential Questions

What key details and
points are the same in
two different texts on
the same topic?

What key details and
points are different?

What will the setting
and plot of your story
be?
How will your
character change
throughout the story
you write?
How will you decide
what is important to
include in your story,
and what is
unnecessary?
How will you use
technology to share
your narrative?
How will you orally
present your narrative
in a clear way and at
an understandable
pace?

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. (DOK 1-2)

SL.3.4. Tell a story with
relevant, descriptive
details, speaking clearly at
an understandable pace.
(DOK 1-4)

L.3.2. Demonstrate
command of the conventions

Students will correctly use
the language conventions

What happens for the
reader when
Corresponding ELD Standards and EL
Considerations
1B6
1C10, 2A1, 2A2, 2C6, 2C7
1A2, 1C10,
1C9, 1C11, 1C12, 2A1, 2A2, 2B5, 2C6, 2C7
1C10, 1C11
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 23 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RI.3.4. Determine the
meaning of general
academic and domainspecific words and phrases
in a text relevant to a grade 3
topic or subject area. (DOK
1-3)
L.3.4. 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. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
studied this year in their
writing.
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as use these
words correctly, orally,
through a variety of
vocabulary lessons
including quiz-quiz-trade.
These word skills will be
practiced and reviewed
using a variety of
strategies, based on
teacher discretion.
language conventions
are not used
correctly?

What is the meaning
of the academic and
domain-specific words
and phrases in the
text?
1B6, 1B7, 1B8

How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
1B6, 1B7, 1B8

What is the purpose
of the use of “nonliteral” words or
phrases?
1B7, 1B8, 1C12
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 24 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 4 Resource Overview
Reading & Vocabulary
 Why Should I Save Water? by Jen Green (guided reading) *
 One Well: The Story of Water on Earth by Rochelle Strauss (read aloud): both books will be used to compare and
contrast their key points and details *
 Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck *
 Common Core Standards Plus Teacher Edition
 Read and Succeed, Comprehension Level 3
 Reading to Learn from Informational Text by Jen Jones *
 “Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI 3.9
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-FormativeAssessments-for-ANY-book-782313 $
Grammar and Punctuation

Review all grammar and punctuation skills taught in this and previous units as necessary
-
Standards Plus Student Workbook
HM: Practice Book, Workbook Plus, Reteaching Workbook
Harcourt Family Learning: Complete Curriculum, Grade 3
Evan-Moor: Grammar and Punctuation, Grade 3
Common Core Standards Plus Teacher Edition
-
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Spelling
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 25 of 26
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 5
Comparing and Contrasting: Literature and Information
(Number of Instructional Days: @ 35)
-
Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
What Really Matters in Spelling by Patricia Cunningham
Month by Month Phonics for 3rd Grade by Patricia Cunningham
Writing
 Opinion Piece
- Step Up to Writing Primary Level
- Common Core Standards Plus
- Changing the World: Persuasive Speeches, Petitions, and Editorials by Lucy Calkins and Kelly Boland
Hohne from Units of Study in Opinion, Information, and Narrative Writing Grade 3*
* Highly recommended
Template: ELA Curriculum Map aligned to the Common Core State Standards. Revised May 10, 2013.al
page 26 of 26