Grade Level and Unit of
Grade 3 Reading Unit 3 (4-6 weeks): Text Features and Structures Place Different Demands on Readers
Study:
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
Focus Standards:
RI.3.5 subject area.
RI.3.8 Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
RL.3.4 Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect,
RL.3.5 first/second/third in sequence).
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
Essential
Questions
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Why does it
matter?
What makes a
great story?
In what ways
does creative
choice impact an
audience?
Whose story is it,
and why does it
matter?
Learning
Targets
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North Kansas City Schools – Revised 10/25/2012
I can identify general academic words or phrases (different ways to say the same thing, e.g.,
stated instead of said) in a text.
I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous,
metamorphic) in a text.
I can use various strategies (e.g. context clues, root words, affixes) to determine the meaning of
general academic and domain-specific words and phrase in a text.
I can locate and use resources (e.g. Glossary, guide word, dictionary) to help me determine the
meaning of unknown words and phrases.
I can identify and give examples of text features and search tools.
I can explain how text features and search tools help locate information quickly.
I can locate information about a topic using text features and search tools.
I can identify words authors use to help me make logical connections between sentences and
paragraphs (e.g. Similar, different, because, if, first, last).
I can explain how connection words (e.g. Transition words, signal words) help me understand a
text.
I can describe connections an author makes between sentences and paragraphs.
I can use strategies (e.g. Context clues, root words, affixes) to determine the meaning of words
and phrases as they are used in a text.
I can define literal language (it says what it means) and nonliteral (what it says is not exactly
what it means).
I can use context clues to determine the meaning of literal and nonliteral language.
I can explain how stories, dramas, and poems are written in different forms (e.g. Chapter, scene,
stanza).
I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts
of a text.
I can describe how chapters, scenes and stanzas give the reader information and work together
to create the story, drama, or poem.
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Suggested
Resources
Professional Resources:
The Curricular Plan for Writing Workshop by Lucy Calkins and The Reading and Writing Project
Non-Fiction Craft Lessons: Teaching Information Writing K-8 by Ralph Fletcher
Wondrous Words by Katie Wood Ray
Non-Fiction Matters by Stephanie Harvey
Literature:
Amelia Bedelia books (or any picture book that contains literal/nonliteral language)
Owl Moon by Jane Yolen
Amber was Brave Essie was Smart by Vera Williams
Shel Silverstein and Jack Prelutsky poems
Variety of informational texts (magazine articles, recipes, science experiment)
ANY text that aligns to the specific teaching point
Key Terminology
Non-fiction, text features, glossary, table of contents, index, caption, informational, stanza, scene, chapter, transition words, idiom, simile,
metaphor, personification, literal, nonliteral
North Kansas City Schools – Revised 10/25/2012
Page 2 of 4
Culminating
Activity
Interdisciplinary Opportunities
Science
Social Studies
North Kansas City Schools – Revised 10/25/2012
End Goals
The student will:
 Identify general academic words or phrases (different ways to say the same
thing, e.g., stated instead of said) in a text.
 Identify domain specific words or phrases (content words, e.g. sedimentary,
igneous, metamorphic) in a text.
 Use various strategies (e.g. context clues, root words, affixes) to determine the
meaning of general academic and domain-specific words and phrase in a text.
 Locate and use resources (e.g. Glossary, guide word, dictionary) to help me
determine the meaning of unknown words and phrases.
 Identify and give examples of text features and search tools.
 Explain how text features and search tools help locate information quickly.
 Locate information about a topic using text features and search tools.
 Identify words authors use to help me make logical connections between
sentences and paragraphs (e.g. Similar, different, because, if, first, last).
 Explain how connection words (e.g. Transition words, signal words) help me
understand a text.
 Describe connections an author makes between sentences and paragraphs.
 Use strategies (e.g. Context clues, root words, affixes) to determine the meaning
of words and phrases as they are used in a text.
 Define literal language (it says what it means) and nonliteral (what it says is not
exactly what it means).
 Use context clues to determine the meaning of literal and nonliteral language.
 Explain how stories, dramas, and poems are written in different forms (e.g.
Chapter, scene, stanza).
 Use the terms chapter, scene, and/or stanza correctly when writing or speaking
about parts of a text.
 Describe how chapters, scenes and stanzas give the reader information and
work together to create the story, drama, or poem.
Math
Encore
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Lesson 1 (3-5 Days)
RI 5
Teaching Point:
Lesson 2 (5-7 Days)
RI8
Teaching Point:
Lesson 3 (5-7 Days)
RL 4 RI 4
Teaching Point:
Lesson 4 (3-5 Days)
RL 5
Teaching Point:
Readers use text features and search
tools (e.g. key words, sidebars,
hyperlinks) to locate information
relevant to a given topic
Readers describe the logical connection
between particular sentences and paragraphs
in a text
Readers use strategies to determine meaning of words and
phrases in informational texts and literature
Readers refer to parts of stories, dramas, and
poems when writing or speaking about
literature
Instructional Ideas:
Instructional Ideas:
Instructional Ideas:
 Immerse students in a variety of
informational texts (Science,
social studies books, magazines,
trade books)
o Identify and give examples of
text features and search tools
(key words, sidebars,
hyperlinks) found in text
o Create an anchor chart listing
text features/search tools and
their purpose
 Explain how text features and
search tools help locate
information quickly
o Model locating information
about a topic using text
features
o Model how readers use
search tools (key words,
sidebars, hyperlinks) to locate
information relevant to a
given topic
Student Experiences:
 Look through bins of
informational text books to find
examples of different text
features and search tools – chart
features/tools and their purpose
to add to anchor chart
 Using informational text of
choice, explain how the text
features in that particular text
can help them locate information
quickly
 When given a topic, locate
information on that topic using
text features and search tools
 Using technology, find
information relevant to a given
topic using search tools (key
words, side bars and hyperlinks)
 Using a variety of informational text,
identify words authors use to help the
reader make logical connections
between sentences and paragraphs
(e.g., similar, different, because, if, first,
last)
o Highlight these words on a paper
copy of text, and ask students to do
the same
o Model finding connection words in
a variety of informational text
(ex. Magazine article, set of
directions, science experiment).
Chart words authors use to help
readers make connections
 Think aloud how connection words (ex.
Transition words, signal words) help
you understand a text
o Model how transition words/signal
words help direct the reader to
make comparisons, identify
cause/effect, identify sequence –
first, second, third
 Think aloud to describe connections an
author makes between sentences and
paragraphs
o Model how the transition/signal
words connect sentences and
paragraphs
Student Experiences:
In informational text of choice, identify
connection words that the author uses
to help make logical connections
between sentences and paragraphs
(could highlight words or mark with
post-its); share and add to anchor chart
 Explain how connection words
(transition words, signal words) helped
students to understand their
informational text
 Describe connections an author makes
between sentences and paragraphs
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North Kansas City Schools – Revised 10/25/2012
Using informational text:
 Model how to identify general academic (different ways
to say the same thing) words or phrases and domain
specific (content) words or phrases
 Model how proficient readers use a variety of strategies
to determine the meaning of general academic and
domain-specific words and phrases
o Context Clues
o Affixes
o Root Word
 Model how to locate and use resources to determine the
meaning of unknown words in (glossary, guide word,
dictionary). Chart the resources.
Using literature pieces of choice:
 Model how proficient readers use a variety of strategies
to determine the meaning of words and phrases
o Context Clues
o Affixes
o Root Word
 Define literal language (it says what it means) and
nonliteral (what it says is not exactly what it means)
o Using Amelia Bedelia (or text of choice), model how
to identify literal and nonliteral language
o Model how to use context clues to determine the
meaning of literal and nonliteral language. Create a
3-column chart with “phrase/ meaning/words from
text that helped me”
Student Experiences:
 In literature of their choice:
o Use various strategies (context clues, root words,
affixes) to determine the meaning of words and
phrases
o Identify literal and nonliteral language
o Use context clues to determine the meaning of
literal and nonliteral language – create 3-column
chart
 In informational text of choice:
o Identify domain-specific and general academic
words or phrases
o Use various strategies (context clues, root words,
affixes) to determine meaning of general academic
and domain-specific words and phrases
o Locate and use resources to determine the meaning
of unknown words and phrases
Instructional Ideas:
 Explain how stories, dramas, and poems
are written in different forms
(specifically chapter, scene and stanza)
o Show examples of each
 Model using the terms chapter, scene
and stanza when writing or speaking
about parts of the text
o In reader’s notebook, model how to
write about parts of the text using the
above terms
o In conversation, model how to speak
about parts of the text using the above
terms
 Think aloud how chapters, scenes, and
stanzas give the reader information and
work together to create the story,
drama, or poem
o Using a short poem, think aloud how
the stanzas give the reader
information and work together to
create the poem
o Using familiar chapter book, discuss
how the chapters give the reader
information and work together to
create the story
o Using a play, think aloud how the
scenes give the reader information
and work together to create the
drama
Student Experiences:
 Explain how stories, dramas, and poems
are written in different forms
(specifically chapter, scene and stanza)
using examples from their book box
 Use the terms chapter, scene and stanza
when writing in reader’s notebook or
speaking while conferring with teacher
about parts of the text
 Describe how chapters, scenes, and
stanzas give you, the reader, information
and work together to create the story,
drama, or poem
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