3rd Grade Core Standards Guide- Unit 6- Instructional Period 3
Literary Elements of Genre
Genre Study
Rationale: Reading and comparing different genres fosters deeper comprehension.
Big Idea: Purpose of Literary Elements in different genres.
Unit Outcome: TSW be able to compare and contrast Elements of Literature in different genres.
TSW be able to write a narrative for different genre types.
Learner Evidence: 1. TSW identify elements of literature within genres. 2. TSW reformat
elements of literature into graphic organizers. 3. TSW make connections to story elements. 4.
TSW retell/recount stories verbally and/or in writing. 5. TSW compare and contrast elements
across stories and genres. 6. TSW make inferences about the text: characters traits/feelings and
theme citing text evidence for justification. 7. TSW compare their point of view with that of the
authors. 8. TSW write stories incorporating elements of literature in different genres.
Approximate Length of Unit: Introduction 15-20 days
Continue to spiral for mastery through-out year.
Year-Long Components:
Sequential Processing: Affixes, Syllabication, rules of reading
Vocabulary: Ayres List Leveled for Class and content related words
Fluency: Read for fluency daily
Stamina: Increase length and complexity
Comprehension strategies
Unit Specific Components:
Genres- fables, folktales, fairytales, science fiction, fantasy, mystery, historical fiction,
informational, biography, poetry, myths.
Making Connections- text-to-self, text-to-text, and text-to-world
Summarizing-Retell
Elements of literature-characters, setting, plot, author’s purpose, and point of view
Reformatting-graphic organizer
Inferring-character traits/feelings
Write/read narrative stories (genres)
Lexile Level 3: 600 - 790
See appendix B page 37 - 61 for recommended and exemplar text
Fluency Rate: 124 WPM
GESD Core Standards
Page 1 of 4
August 2012
3rd Grade Core Standards Guide- Unit 6- Instructional Period 3
Academic Vocabulary: Genres – fables, folktales, fairytales, science fiction, fantasy, mystery,
historical fiction, biography, poetry, and myths.
Assessment Strategy:
Read the questions before reading the text
Integrated Text Usage Component:
This unit requires students to toggle all text types and lengths flexibly. Provide students with
narrative, informative, poetry, and functional text. Students should use comprehension strategies
on all types of text.
Common Core Standards:
3.RF.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.
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 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.
3.SL.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.
3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
3.RL.7. Explain how specific aspects of a text’s illustration contribute to what is conveyed by
the words in a story (e.g., create mood, emphasize aspects of a character or setting).
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.SL.3. Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.
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.
GESD Core Standards
Page 2 of 4
August 2012
3rd Grade Core Standards Guide- Unit 6- Instructional Period 3
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.
3.RL.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).
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.
3.RL.6. Distinguish their own point of view from that of the narrator or those of the characters.
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.
3.W.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
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.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
3.W.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day to two) for a range of discipline-specific tasks,
purposes, and audiences.
Arizona State Standards:
S1C3PO1 Read multi-syllabic words fluently, using letter-sound knowledge.
S1C3PO2 Apply knowledge of basic syllabication rules when decoding four or five syllable
written words.
S1C3PO5 Recognize high-frequency words and irregular sight words.
S1C4PO1 Use knowledge of prefixes (un- re- in- dis-)
S1C4PO2 Use knowledge of suffixes (-ful –ly –less)
S1C5PO1 Consistently read grade level text with at least 90 percent accuracy
S1C5PO2 Read aloud from familiar prose with fluency and appropriate rhythm, pacing,
intonation, and vocal patterns.
S2C1PO1 Compare literary elements across stories, including plot, setting and character.
S2C1PO2 Describe characters within a literary selection.
S2C1PO3 Sequence a series of events in a literary selection
S2C1PO4 Make relevant connections between earlier events and later events in text.
GESD Core Standards
Page 3 of 4
August 2012
3rd Grade Core Standards Guide- Unit 6- Instructional Period 3
S2C1PO5 Identify the speaker or narrator in a literary selection.
S2C1PO7 Distinguish between/among fiction, nonfiction, poetry, plays, etc. using knowledge of
structural elements.
S2C2PO1 Compare events, characters, and conflicts in literary selections from a variety of
cultures to their experiences.
GESD Core Standards
Page 4 of 4
August 2012