ELA Grade 3 Module 2
Subject
Grade
Module
Suggested Timeline
English
3
2
5 weeks
Language Arts
Grade Level Summary
In third grade, students select and combine skills to read fluently with meaning and
purpose. They apply comprehension and vocabulary strategies to informational text
and a wider variety of literary genres including poetry. Students demonstrate
comprehension by participating in discussions, writing responses, and using key details
and evidence from text to support their thinking. They explore author point of view and
also begin to infer meaning from texts. They read for pleasure and choose books based
on personal preference, topic, or author.
Students are writing longer texts, especially narratives. They embed their ideas in time
and place and develop characters through detail and dialogue. Students organize
around a central idea and elaborate using complete sentences. Their writing is often
divided into sections through paragraphing or book parts (e.g., table of contents,
chapters) and follows logical sequencing. Information gathering as part of the planning
process is common, and students are becoming more selective about vocabulary,
especially when writing informational texts. They conduct short research using a variety
of print and digital sources. They listen to other's writing, offer feedback, and begin to
consider suggestions from others about their own writing.
(Adapted from Washington State’s Essential Academic Learning Requirements)
Grade Level Modules
Module 1: Becoming a Close Reader and Writing to Learn
Module 2: Researching to Build Knowledge and Teaching Others (Emphasis on
narrative text types and writing)
Module 3: Researching to Build Knowledge and Teaching Others (Emphasis on
informational text types and writing)
Module 4: Considering Perspectives and Supporting Opinions (Emphasis on opinion
writing comparing texts)
Module 5: Considering Perspectives and Supporting Opinions (Emphasis on opinion
writing explaining with textual reasons)
Module 6: Gathering Evidence and Speaking to Others
Module 7: Literary Analysis
Module Title
Module 2: Researching to Build Knowledge and Teaching Others (Emphasis on
narrative text types and writing)
Module Overview
This module is designed to help students use reading, writing, listening, and speaking to
build and share deep knowledge about a topic. Students first do a class study of a topic
then read excerpts from a central text and supporting text pieces from various
genres. They demonstrate their expertise by writing a research-based narrative that
highlights their research and educates others. Academic vocabulary is filtered
throughout the module where students are given multiple opportunities to engage in
discussions.
Module Objectives
At the end of this module, students will be able to independently use their learning to:

Acquire and use accurately grade appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and
temporal relationships

Compare and contrast the most important points and key details presented in two
texts on the same topic

Ask and answer questions about the text and make inferences from text,
referring to text to support responses

Read and comprehend literary fiction on grade level, reading independently and
proficiently

Compare and contrast the important events gained from texts and write a
research-based narrative piece emphasizing text-based evidence that support
real or imagined experiences or events
Focus Standards Addressed in this Module
CC.1.2.3.B -
Ask and answer questions about the text and make inferences from text; refer to text to support
responses.
CC.1.2.3.E -
Use text features and search tools to locate and interpret information.
CC.1.2.3.I -
Compare and contrast the most important points and key details presented in two texts on the
same topic.
CC.1.3.3.A -
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in
text.
CC.1.3.3.H -
Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters.
CC.1.4.3.M -
Write narratives to develop real or imagined experiences or events.
CC.1.4.3.N -
Establish a situation and introduce a narrator and/or characters.
CC.1.4.3.O -
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
CC.1.4.3.P -
Organize an event sequence that unfolds naturally, using temporal words and phrases to signal
event order; provide a sense of closure.
CC.1.4.3.Q -
Choose words and phrases for effect.
CC.1.5.3.A -
Engage effectively in a range of collaborative discussions on grade level topics and texts,
building on others’ ideas and expressing their own clearly.
Important Standards Addressed in this Module
CC.1.1.3.D Know and apply grade level phonics and word analysis skills in decoding words.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllabic words.

Read grade-appropriate irregularly spelled words.
CC.1.1.3.E Read with accuracy and fluency to support comprehension:

Read on-level text with purpose and understanding.

Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
CC.1.2.3.G -
Use information gained from text features to demonstrate understanding of a text.
CC.1.4.3.F -
Demonstrate a grade appropriate command of the conventions of standard English grammar
and spelling
CC.1.5.3.B -
Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media formats, including visually, quantitatively, and orally.
Misconceptions
Proper Conceptions
Students generally feel the knowledge they have
Students should be able to ask
about a topic or subject is correct and their
and answer questions about the
personal experiences that are not always related
text and make inferences from
to text can be very entrenched in student thinking.
text. This may or may not conform
In addition, new experiences are interpreted
to students’ perceptions. Students
through these erroneous understandings, thereby
should refer to text to support
interfering with being able to correctly grasp new
responses.
information.
Effective writers have multiple
Some students believe that writing is an inborn
opportunities to practice and
talent: Either you have it, or you do not. They
refine the craft of writing while
believe that some people inherit a so-called writing
understanding the process of
gene, while others do not have this "gift" and will
writing.
never be able to write well.
Narratives can be researchSome students believe that narrative pieces are
based through real life situations
not supported by research.
and/or characters.
Concepts
Competencies
Text Analysis
Ask and answer questions about the text and make
inferences from text; refer to text to support responses.
Focus for Writing
Content for Writing
Compare and contrast the themes, settings, and plots of
stories written by the same author about the same or
similar characters (e.g., books in a series).
Vocabulary
Theme
Organization for Writing
Collaborative Discussion
Evaluating Information
Informational: Identify and introduce the topic. Opinion:
Introduce the topic and state an opinion on the topic.
Narrative: Establish a situation and introduce a narrator
and/or characters.
Informational: Develop the topic with facts, definitions,
details, and illustrations, as appropriate. Opinion:
Support an opinion with reasons. Narrative: Establish a
situation and introduce a narrator and/or characters.
Informational: Create an organizational structure that
includes information grouped and connected logically
with a concluding statement or section. Opinion: Create
an organizational structure that includes reasons linked
in a logical order with a concluding statement or section.
Narrative: Organize an event sequence that unfolds
naturally, using temporal words and phrases to signal
event order; provide a sense of closure.
Engage effectively in a range of collaborative
discussions on grade level topics and texts, building on
others’ ideas and expressing their own clearly.
Convey
Literary
Dialogue