3rd Grade
Network 13
THIRD QUARTER LEARNING PRIORITIES
Each week integrates writing in response to fiction and nonfiction.
This quarter emphasizes comprehensive reading—using skills to read the whole
text strategically and then respond to a comprehensive reading task based on the
text—or two texts.
When students write about what they read, they can exercise skills
comprehensively to comprehend and then respond to the text.
The weeks are organized so that …
Literature Constructed Response:
Week 1, students write a constructed response;
Teacher identifies areas to improve, focusing on one area;
Week 2, students write a constructed response and improves in that one area;
Teacher identifies areas to improve, student revises the constructed response to make
that improvement.
In following weeks, students continue to write thoughtfully about reading.
Nonfiction Constructed Response:
Week 3, students write a constructed response;
Teacher identifies areas to improve, focusing on one area;
Week 4, students write a constructed response and improves in that one area;
Teacher identifies areas to improve, student revises the constructed response to make
that improvement.
In following weeks in science and social science, students continue to construct
responses so that they learn about topics and develop reading abiltiies.
PARCC Constructed Response resources are at
http://teacher.depaul.edu/PARCCGuides.html .
Go to this link to see examples of PARCC spring 2015 Question sets
including examples of Student constructed responses:
https://prc.parcconline.org
SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org
The standards have been issued with a public license that allows them to be republished for any purpose
that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.
CORE READING STANDARDS DEVELOPED
Standard 1 is part of every reading--Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers. is
part of accomplishing each competence. Progress in each standard is the basis for
standard 10—“By the end of the year, read and comprehend literature and informational
texts at the high end of the grades 2-3 text complexity band independently and
proficiently.”
READING LITERATURE
READING NONFICTION
KEY IDEAS AND DETAILS
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. Describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of events.
KEY IDEAS AND DETAILS
2. Determine the main idea of a text;
recount the key details and explain how
they support the main idea.
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.
6. Distinguish their own point of view from
that of the narrator or those of the
characters.
5. Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate
information relevant to a given topic
efficiently.
INTEGRATION OF KNOWLEDGE AND
IDEAS
INTEGRATION OF KNOWLEDGE AND IDEAS
7. Explain how specific aspects of a
text’s illustrations contribute to what
is conveyed by the words in a story.
7. Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text
8. Describe the logical connection between
particular sentences and paragraphs in a
text (e.g., comparison, cause/effect,
first/second/third in a sequence).
9. Compare and contrast the most important
points and key details presented in two
texts on the same topic.
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
CRAFT AND STRUCTURE
CRAFT AND STRUCTURE
4. Determine the meaning of words and 4. Determine the meaning of general
phrases as they are used in a text,
academic and domain-specific words
distinguishing literal from nonliteral
and phrases in a text relevant to a grade
language.
3 topic or subject area.
8. (Not applicable to literature)
9. Compare and contrast the themes,
settings, and plots of stories written by
the same author about the same or
similar characters
Third Grade Third Quarter Network 13
6. Distinguish their own point of view from that
of the author of a text.
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Writing is integrated into reading so that students revisit texts to
respond to questions and tasks. Go to this link to see examples
of PARCC spring 2015 Question sets, including student
constructed responses: https://prc.parcconline.org
These Common Core Writing Standards for Third Grade apply directly
to learning science and social science.
Research to Build Knowledge
7. Perform short, focused research tasks that build knowledge about a topic.
8. Gather information from experience as well as print and digital resources, take
simple notes on sources, and sort evidence into provided categories.
Readings, Timelines, and Activity Resources for learning about
Chicago are available at
http://teacher.depaul.edu/ChicagoContexts-SocialScience.html
To support Black History Month, Resources at this link include
readings at different grade levels.
Learn Black History and Develop Literacy Competence
Skills Development Guides for Small Group and Independent Work
Analyze relationships
author's purpose and techniques
cause-effect relations
character traits
Classify
Compare and contrast
Comprehensive story reading guides
inference
Infer the meaning of a word from context
main idea or theme
motive
parts of a story
sequence
Summarize
NONFICTION Skills Guides to use in demonstrations (“I do), guiding groups,
independent work and assessments.
Nonfiction Graphic Organizers
Graphic Organizer Assessment Rubric
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PARCC READING RUBRICS—
HOW CAREFULLY AND COMPLETELY DID YOU READ?
Research Simulation Task (RST) and Literary Analysis Task
THIRD GRADE FROM PARCCONLINE.ORG
Construct
Measured
Reading
Comprehension
of Key Ideas
and Details
Score Point 3
Score Point 2
Score Point 1
Score Point 0
The student response
demonstrates full
comprehension by
providing an accurate
explanation/
description/comparison and
by referencing the texts
explicitly.
The student response
demonstrates
comprehension by providing
a mostly accurate
explanation/
description/comparison and by
referencing the text(s)
explicitly.
The student response
demonstrates limited
comprehension and may
reference the text(s)
explicitly.
The student response
does not demonstrate
comprehension of the
text(s).
The student response
The student response
The student response
The student response
 addresses the prompt and
provides effective
development of the topic
that is consistently
appropriate to the task by
using clear reasoning and
relevant, text-based
evidence;
 addresses the prompt and
provides some
development of the topic
that is generally
appropriate to the task by
using reasoning and
relevant, text-based
evidence;
 addresses the prompt and
provides minimal
development of the topic
that is limited in its
appropriateness to the
task by using limited
reasoning and text-based
evidence; or
Writing
Written
Expression
 is undeveloped
and/or
inappropriate to the
task;
 is a developed, textbased response with
little or no awareness
of the prompt;
 consistently
demonstrates
purposeful
 and
 controlled
organization;
The student response to the
prompt demonstrates full
 uses language
command
of the to express
ideas withofclarity.
Writing
conventions
standard
Knowledge of
English at an appropriate
Language
level of complexity. There
and Conventions may be a few minor errors
in mechanics, grammar, and
usage, but meaning is clear.
 generally demonstrates
purposeful and
controlled organization;
 uses language to
ideas withto the
The express
student response
some
clarity.
prompt
demonstrates
some
command of the conventions
of standard English at an
appropriate level of complexity.
There may be errors in
mechanics, grammar, and
usage that occasionally
impede understanding, but
the meaning is generally
clear.
Third Grade Third Quarter Network 13
 demonstrates purposeful
organization that
sometimes is not
controlled;
 demonstrates little or
no
organization;
 does not use
The
student
response
to the
 uses
language
to express
ideasdemonstrates
with limited clarity.
prompt
limited
command of the conventions
of standard English at an
appropriate level of complexity.
There may be errors in
mechanics, grammar, and
usage that often impede
understanding.
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to
The language
student response
express ideas
to the prompt
with clarity.
demonstrates no
command of the
conventions of
standard English.
Frequent and varied
errors in mechanics,
grammar, and usage
impede
understanding.
4
PARCC READING RUBRIC FOR NARRATIVES
Narrative Task (NT) THIRD GRADE FROM PARCCONLINE.ORG
Construct
Measured
Score Point 3
Score Point 2
The student response
The student response

is effectively
developed with
narrative elements and
is consistently
appropriate to the task;
 is developed with some
narrative elements and
is generally
appropriate to the task;

consistently
demonstrates
purposeful
and
controlled
organization;
Writing
Score Point 1
The student response
 is minimally developed
with few narrative
elements and is limited
in its appropriateness
to the task;
Written
Expression


Writing
Knowledge of
Language
and Conventions
NOTE:



The student response to the
 uses
language tofull
prompt
demonstrates
express
ideas with
command of the
clarity.
conventions of standard
English at an appropriate
level of complexity. There
may be a few minor errors
in mechanics, grammar, and
usage, but meaning is
clear.
 demonstrates
purposeful and
controlled organization;
 uses language to express
ideas with some clarity.
The student response to the
prompt demonstrates some
command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in mechanics,
grammar, and usage that
occasionally impede
understanding, but the
meaning is generally clear.
 demonstrates
purposeful
organization that
sometimes is not
controlled;
 uses language to
The student response to the
express ideas with
prompt demonstrates limited
limited clarity.
command of the
conventions of standard
English at an appropriate
level of complexity. There
may be errors in mechanics,
grammar, and usage that
often impede
understanding.
Score Point 0
The student response
 is undeveloped and/or
inappropriate to the task;
 demonstrates little or no
organization;
 does not use
language to express
ideas with clarity.
The student response to
the prompt demonstrates
no command of the
conventions of standard
English. Frequent and
varied errors in
mechanics, grammar, and
usage impede
understanding.
The reading dimension is not scored for elicited narrative stories.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence,
describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate.
The elements of organization to be assessed are expressed in the grade-level standards W1-W3.
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USE THE CONSTRUCTED RESPONSE TO INCREASE THOUGHTFUL
READING REQUIRED BY PARCC AND ALSO STRENGTHENING THE
SKILLS NEEDED TO SUCCEED ON NWEA.
Actual PCRs (Prose Constructed Response questions) from PARCC
2015 test for third grade:
Third Grade LITERARY ANALYSIS Task from PARCC 2015 Test prc.parcconline.org
Today you will read and think about the folktales … and …. As you read these texts you will
gather information and answer questions about how the illustrations help you understand the
folktales so you can write an essay.
Write an essay describing how each illustration helps the reader understand the characters’
actions in each folktale. Be sure to use evidence from each folktale in your response.
Third Grade NARRATIVE Task from PARCC 2015 Test prc.parcconline.org
Today you will read the story “Camping with Cousins.” As you read, pay close attention to the
narrator and her family as you answer the questions to prepare to write a narrative story. The
next day, the family chose to go swimming in the lake.
Write a story about the family’s time swimming. Be sure to use what you learned about the
narrator and her family in the story.
Third Grade RESEARCH SIMULATION Task from PARCC 2015 Test prc.parcconline.org
Your friend thinks it is impossible for people and animals to live in the Arctic. Write a letter to
your friend explaining it is possible to live in the Arctic. Include information about how people
and animals are able to survive in the cold. Include ideas and facts from both articles in your
letter.
PARCC-BASED READING TASKS to use to construct your own
FICTION:
 Look closely at the illustrations to two different stories. Explain how each
illustration helps the reader understands the characters’ actions in each story.
Use examples from EACH STORY.
 Write the next part of the story you read. Be sure to use what you learned about
the narrator and the characters in your story that tells what happened next.
 Write the journal of the main character in the story. Include how the character
feels about the events.
NONFICTION:
 You read two articles about __________________. Write a letter to a friend
explaining __________________________________. Be sure to use ideas and
facts from both articles in your letter.
 You read two sources about the same topic. Tell what the central idea is of
each. Then tell how they are alike om the kind of information they include..
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Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22
LITERATURE
Week of February 8
Literature Genre
_ story _ folk tale __humor
_fable _ fantasy _poem
_realistic fiction __mystery
__historical fiction __biography
Reading Literature
How do you read a history or
Comprehensive—
biography?
includes standards 1
What strategies do you use to:
(read closely), 2
 Figure out author’s purpose
(summarize and figure
and choices and analyze
out ideas), 3 (analyze
techniques the writer uses to
relationships and
accomplish it
character development),
 Analyze causes and effects,
5) analyze the writer’s
problem + solution
choice of words,
 Infer feelings, traits,
characters, events to
predictions
communicate a theme

Figure out the theme
and accomplish purpose
Week of February 15
story _ folk tale __humor
_fable __poem _realistic fiction
__historical fiction __biography
How do you read a history or
biography?
What strategies do you use to:
 Figure out author’s purpose
and choices and analyze
techniques the writer uses
to accomplish it
 Analyze causes and
effects, problem + solution
 Infer feelings, traits,
predictions
 Figure out the theme
(6)
Literature Terms
biography, history, cause-effect,
problem-solution strategy
Integrate Writing
Teacher asks PARCC-based
CCSSW4—organize constructed response question
constructed
(see examples below chart)
response
 Student lists what evidence
to include then construct
http://teacher.depa
response to one text with
ul.edu/PARCCGuid
__clear reasoning
es.html
__relevant evidence
Teacher assesses response;
student revises based on
assessment
Word Patterns and
 How do you infer the
Grammar
meaning of a word from
CCSSR.3.4
context—give examples.
Writing conventions
Verb tense
(CCSCSR4)
biography, history, causeeffect, problem-solution
Teacher asks constructed
response question based on
PARCC samples.
 List what evidence to
include then construct
response to one text with
__clear reasoning
__relevant evidence
Teacher assesses response;
student revises based on
assessment
 How do you infer the
meaning of a word from
context—give examples.
Verb tense
Examples of literature constructed response Tasks based on PARCC.
 Look closely at the illustrations to two different stories. Explain how each
illustration helps the reader understands the characters’ actions in each story.
Use examples from EACH STORY.
 Write the next part of the story you read. Be sure to use what you learned about
the narrator and the characters in your story that tells what happened next.
 Write the journal of the main character in the story. Include how the character
feels about the events.
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Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22
NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE
EXPLORE
EXAMINE
EXPLAIN
Preview the text and graphics.
FOCUS on a BIG question.
Identify IDEAS through examples.
Answer the BIG question!
Week of February 8
Week of February 15
Nonfiction Sources
__ topic/trade book _
_ topic/trade book _ biography
biography
_ history __article _video
_ history __article _video
__textbook __museum exhibit
__textbook __museum
exhibit
 Use strategies to analyze  Use strategies to analyze a
Science and
a nonfiction text. Focus
nonfiction text. Focus on text
Social Science
on text features,
features, including table,
DEVELOP
including table, diagram,
diagram, graph, contents,
NONFICTION
graph, contents,
glossary, illustration, other
LITERACY
glossary, illustration,
features
CCSSRI3.2
other features
 Identify and support central
summarize/analyze
 Identify and support
idea and other ideas in a text.
ideas
central idea and other
CCSSRI3.3—use
ideas in a text.
structure of the text to
identify ideas and
their relationship to
the central idea
Academic Vocabulary  Structure of text central  Structure of text central idea
idea supporting idea
supporting idea
(CCSSR4)
 Respond to the BIG
 Respond to the BIG question-Respond in Writing
CCSSW2 and 4
question -- summarize
summarize what you learned
explanatory
what you learned about
about the topic—the central
the topic—the central
idea and most important
idea and most important
information.
information.
Skills Guides to use in demonstrations (“I do), guiding groups, independent work and
assessments.
Nonfiction Graphic Organizers
Graphic Organizer Assessment Rubric
Common Core Constructed Response Organizer
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Third Grade: THIRD QUARTER Learning Priorities Weeks 23-24
LITERATURE
Literature Genre
Reading
Literature
Literature Terms
(CCSCSR4)
Week of February 22
_poem _spiritual
If you include spirituals also
provide history reading to
contextualize.
Week of February 29
_ story _ folk tale __humor
_fable _ fantasy _poem _realistic
fiction __mystery __historical
fiction __biography __spiritual
How do you read a poem?
Recommended: Analyze
African American spirituals or
poems.
 How does the writer help
you understand the idea?
(includes metaphor, simile,
images as well as
theme/message)
Figurative metaphor image
simile theme stanza rhyme
How is a poem like a story?
 How does the writer help you
understand the message—
compare and contrast how
poets and story writers help
readers understand the
theme.
figurative metaphor image
simile theme plot character
Integrate Writing  Write to tell what makes a
 Write to tell what makes a
Opinion based on
good poem—with examples
good poem—with examples
analysis of text
and use of the terms that
and use of the terms that
describe the features.
describe the features.
(CCSSW3.1)
 Compare a poem and a story
that relat to the same theme.
Word Patterns
and Grammar
CCSSR.3.4
 Figurative language
Writing
conventions
Add adjectives to sentences—
or poems you write
Word
What It
Means in this
Context
 Multi-meaning words
Word
What It Means
in this Context
Add adjectives to sentences—or
poems you write
Skills Development Guides for Small Group and Independent Work
Analyze relationships
Infer the meaning of a word from context
author's purpose and techniques
main idea or theme
cause-effect relations
motive
character traits
parts of a story
Classify
sequence
Compare and contrast
Summarize
Comprehensive story reading guides
inference
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Third Grade: THIRD QUARTER Learning Priorities Weeks 23-24
NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE
EXPLORE
EXAMINE
EXPLAIN
Week of February 22
Nonfiction
__ topic/trade book _ biography
Sources
_ history __article _video
__textbook __museum exhibit
Science and
Students read to learn about a
Social Science
topic from a text—identifying
DEVELOP
central idea and supporting
NONFICTION
ideas.
LITERACY
Then Teacher asks constructed
CCSSRI3.2
response question based on two
summarize/analyze
texts. (See examples below
ideas
chart.)
CCSSRI3.3—use
structure of the text to  Students collect ideas and
information relevant to
identify ideas and their
relationship to the
respond to it.
central idea
 Students organize the
information then write—see
Writing.
structure text feature
Academic
constructed response evidence
Vocabulary
INCLUDE TERMS FROM P. 12.
(CCSSR4)
Respond in Writing Teacher asks constructed
CCSSW4 4
response question based on two
Constructed Response texts. (see examples below
this chart.)
 Students list evidence to
include then construct
response to two texts with
__clear reasoning
__relevant evidence
Teacher assesses response;
student revises based on
assessment
Week of February 29
_ topic/trade book _ biography
_ history __article _video
__textbook __museum exhibit
Students read to learn about a
topic from a text—identifying the
central idea and supporting
ideas.
Teacher asks constructed
response question based on
two texts.
 Students collect ideas and
information relevant to
respond to it.
 Students organize the
information then write—see
Writing.
structure text feature
constructed response evidence
INCLUDE TERMS FROM P. 12
Teacher asks constructed
response question based on
two texts.
 Students list evidence to
include then construct
response to two texts with
__clear reasoning
__relevant evidence
Teacher assesses response;
student revises based on
assessment
NONFICTION Constructed response examples
 You read two articles about __________________. Write a letter to a friend
explaining __________________________________. Be sure to use ideas and
facts from both articles in your letter.
 You read two sources about the same topic. Tell what the central idea is of
each. Then tell how they are alike om the kind of information they include..
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Third Grade: THIRD QUARTER Learning Priorities Weeks 25-26
LITERATURE
Literature Genre
Reading
Literature
CCSSRL.3.1
Infer with
evidence
3.3 analyze
character, plot
Author’s Craft
and Strategies
(3.5 and 3.6)
Literature Terms
(CCSCSR4)
Week of March 7
_ story _ folk tale __humor
_fable _ fantasy _poem
_realistic fiction __mystery
__historical fiction
Week of March 14
story _ folk tale __humor
_fable _ fantasy _poem
_realistic fiction __mystery
__historical fiction
 How do you figure out the
author’s purpose—it’s much
more than entertain, inform,
or persuade.
 Read a short text and explain
what the writer wanted you to
understand or feel because
of what the writer included
and how the writer presented
the idea.
select terms from next page
 How do you figure out the
author’s purpose.
 Read a short text and
explain what the writer
wanted you to understand or
feel because of what the
writer included and how the
writer presented the idea.
 List strategies the author
used—with examples.
select terms from next page
Integrate Writing
CCSSW4—
organize
constructed
response
Teacher asks PARCC-based
constructed response question
 Student lists what evidence
to include then construct
response to one text with
http://teacher.de __structured essay
paul.edu/PARC __clear reasoning
__relevant evidence
CGuides.html
 Teacher assesses
response; student revises
based on assessment
Word Patterns
and Grammar
CCSSR.3.4
Writing
conventions
 Prefixes—make a chart
showing how they change
meaning
 Paragraph indentation
Teacher asks constructed
response question based on
PARCC samples.
 List what evidence to include
then construct response to
one text with
__structured essay
__clear reasoning
__relevant evidence
 Teacher assesses
response; student revises
based on assessment
 Suffixes
 Using headings in your own
writing
Examples of literature constructed response Tasks based on PARCC.
 Look closely at the illustrations to two different stories. Explain how each
illustration helps the reader understands the characters’ actions in each story.
Use examples from EACH STORY.
 Write the next part of the story you read. Be sure to use what you learned about
the narrator and the characters in your story that tells what happened next.
 Write the journal of the main character in the story. Include how the character
feels about the events.
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Analyze Craft and Structure
CCSSR5 (writer’s choices) and CCSSR6 (purpose)
Students should be able to interpret the writer’s use of these techniques to
communicate the theme of a story or central idea of nonfiction.
Story Writers
action
descriptive details
detail
dialogue
figurative language
humor
hyperbole
illustration
imagery
metaphor
mood
narrator
onomatopoeia
point of view
repetition
simile
symbolism
tone
visual detail
Poets
adjectives
alliteration
detail
figurative language
humor
hyperbole
image
metaphor
mood
onomatopoeia
point of view
repetition
rhyme
rhythm
simile
symbol
tone
visual detail
Nonfiction Writers
Biographers
boldface
captions
compare
contrast
description
details
dialogue
examples
figurative language
graph
headings
humor
illustrations
image
map
narrative
point of view
quotations
sequence
text structure:





A biographer
may use many
of the nonfiction
writer’s
techniques as
well as
techniques of
the story writer.
Usually, these
techniques are
part of a
biography.
 challenges
 dialogue
 illustrations
 mood
 photographs
 quotations
cause-effect
compare/contrast
description
problem-solution
sequence
table
timeline
titles and subtitles
transition
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Third Grade: THIRD QUARTER Learning Priorities Weeks 25-26
NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE
The constructed response is an opportunity to read carefully and
think across texts.
Week of March 7
Nonfiction Sources
__ topic/trade book
_ biography
_ history __article __textbook
Science and
Teacher asks constructed
Social Science
response question at
DEVELOP NONFICTION beginning of week.
LITERACY
Students read two different
CCSSR3.2—analyze
sources and list information
ideas
to respond to the question.
CCSSW3.7—integrate
Students organize their
ideas and information
response and write it in one
from different sources.
of these formats:
__essay
__letter
Week of March 14
_ topic/trade book _
biography
_ history __article __textbook
Teacher asks constructed
response question at
beginning of week.
Students read two different
sources and list information
to respond to the question.
Students organize their
response and write it in one
of these formats:
__essay
__letter
Teacher assesses student
responses at the OUTLINE
level and guides
improvements.
Teacher assesses student
responses at the OUTLINE
level and guides
improvements.
Students complete their
writing and then…
Students complete their
writing and then…
Students use the Research
Simulation checklist (next
page) to check their
responses
Students use the Research
Simulation checklist (next
page) to check their
responses
Students revise their
responses based on the
checklist.
Students revise their
responses based on the
checklist.
NONFICTION Constructed Response examples
 You read two articles about __________________. Write a letter to a friend
explaining __________________________________. Be sure to use ideas and
facts from both articles in your letter.
 You read two sources about the same topic. Tell what the central idea is of
each. Then tell how they are alike om the kind of information they include..
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Third Grade NONFICTION Constructed Response Checklist
Research simulation means how someone would learn science or social science.
The research simulation starts with a big question.
First, figure out the task.
The research simulation task will ask you to write about two different texts.
Read the directions carefully, then start by making sure you know what you need to do.
I need to figure out ___________________________________________________
I need to explain ____________________________________________________
I will look for ideas and information that I will use to explain __________________
_________________________________________________________
I will write a ___letter ___essay __ _____________________________
Reading
Comprehension
What are the
important ideas
in each text?
What information
supports them?






I figured out what the important ideas in each text are.
I identified information that supports the ideas in each text.
I used those ideas and facts in my response to the task.
If the task asked me to combine information, then I chose the
most important information from each source to use.
If the task asked me to compare information from two texts, I
identified the ideas and information that are alike in the texts.
If the task asked me to contrast two texts, I identified ideas
and information that are different between them.
I organized an essay that responds to the task.
I wrote a clear introduction that told what I would explain in
my essay.
I focused each paragraph on one part of my response.
I included examples and details to support each point I made.
I used linking words to connect ideas and parts.
I wrote a clear conclusion.
Writing to
Explain
I organized my
response to stay
focused on
important ideas
and information.
I included good
examples.


Conventions
My spelling and
punctuation help
keep my ideas
clear.
 I capitalized the first word in a sentence and any proper noun.
 I used quotation marks if I included a quote.
 I spelled most words correctly.




Third Grade Third Quarter Network 13
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Third Grade:
THIRD QUARTER Learning Priorities Weeks 27-28
LITERATURE
Week of March 21
Week of March 28
Literature
Genre
_ story _ folk tale __humor
_fable _ fantasy _poem _realistic
fiction __mystery __historical
fiction
PARCC begins this week.
Recommended:
Monday/Tuesday clarify
constructed response process.
Reading
Literature
Author’s Craft
and purpose.
(CCSSR5, 6)
 Make reader’s guide
 —how to interpret a story—with
examples
 --how to interpret a poem—with
examples
 --how to write the next part of a
story
Monday: Make a guide to
writing a constructed response
The PARCC takes place this
week.
Students should read texts and
discuss how the author’s create
characters, use plot to
communicate a theme.
Literature Terms Make glossary with examples of
(CCSCSR4)
techniques listed on page 12.
Writing
 Write about something you did
opinion
that was difficult but you
succeeded—explain how it
Narrative
shows a great trait you have.
 Write the narrative of the action
you took.
Word Patterns
and Grammar
CCSSR.3.4
Writing
conventions
 How do writers use adjectives
to communicate clearly?
 How do you know when you
have communicated an idea
clearly?
Make list of words readers use
to describe literature
 Write about a person you
admire. Tell why you have
that positive opinion.
 Write the narrative of an
action that person took that
you admire.
 What kinds of grammar do
you check when you want to
be sure your writing is clear?
 If you have time to read your
writing, what kinds of things
do you check?
Skills Development Guides for Small Group and Independent Work
Analyze relationships
Infer the meaning of a word from context
author's purpose and techniques
main idea or theme
cause-effect relations
motive
character traits
parts of a story
Classify
sequence
Compare and contrast
Summarize
Comprehensive story reading guides
inference
Third Grade Third Quarter Network 13
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Third Grade:
THIRD QUARTER Learning Priorities Weeks 27-28
NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE
Week of March 21
Nonfiction
Sources
Science and
Social Science
DEVELOP
NONFICTION
LITERACY
CCSSR3.2—
analyze ideas
CCSSW3.7—
integrate ideas and
information from
different sources.
Week of March 28
__ topic/trade book _
biography
_ history __article _video
__textbook __museum
exhibit
Teacher asks constructed
response question at
beginning of week.
Students read two different
sources and list information
to respond to the question.
Students organize their
response and write it in one
of these formats:
__essay
__letter
PARCC begins this week.
Recommended: Monday/Tuesday
clarify constructed response
process.
Teacher asks constructed
response question at beginning of
week.
Students read two different sources
and list information to respond to
the question.
Depending on the amount of time
available, students could read short
selections so that they can identify
information to include in a
response.
Teacher assesses student
responses at the OUTLINE Students organize their response—
level and guides
outline what they will include.
improvements.
Teacher assesses student
Students complete their
responses at the OUTLINE level
writing and then…
and guides improvements.
Students use the Research
Simulation checklist to
check their responses
Academic
Vocabulary
(CCSSR4)
Students revise their
responses based on the
checklist.
Make a glossary for this
week’s topic.
Students can collaborate to
pair/compare then adjust their
outlines and preview how they
would start their essays or letters to
respond to the task.
Then students take PARCC.
Make a glossary for this week’s
topic.
NONFICTION Constructed Response examples
 You read two articles about __________________. Write a letter to a friend
explaining __________________________________. Be sure to use ideas and
facts from both articles in your letter.
 You read two sources about the same topic. Tell what the central idea is of
each. Then tell how they are alike om the kind of information they include..
Third Grade Third Quarter Network 13
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16
Third Grade:
THIRD QUARTER Learning Priorities Week 29
LITERATURE
Literature Genre
Week of April 4—COMPREHENSIVE ASSESSMENT
_ story _ folk tale __humor _fable _ fantasy _poem
_realistic fiction __mystery __historical fiction
Reading Literature
Analyze craft and
structure to clarify the
text.
Completea Comprehensive story reading guide
with an unfamiliar story.
Write with examples about
genres of fiction
 how they are alike
 how they are different
 Explain how to use structures and features to
comprehend literature.
Literature Terms
(CCSCSR4)
Make a glossary of literary terms that explain how
writers create fiction or poetry.
Integrate Writing
Students write in a format they like—story, fable,
poem…
Give examples of words:
 contractions
 possessives
compound
Word Patterns and
Grammar
CCSSRI.3.4
Analyze word patterns
Infer from context
Writing Conventions
Make your own grammar guide with examples.
Skills Development Guides for Small Group and Independent Work
Analyze relationships
Infer the meaning of a word from context
author's purpose and techniques
main idea or theme
cause-effect relations
motive
character traits
parts of a story
Classify
sequence
Compare and contrast
Summarize
Comprehensive story reading guides
inference
Third Grade Third Quarter Network 13
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17
Third Grade:
THIRD QUARTER Learning Priorities Week 29
NONFICTION LITERACY TO LEARN MORE IN
SCIENCE AND SOCIAL SCIENCE
Nonfiction Sources
Week of April 4—COMPREHENSIVE ASSESSMENT
__ topic/trade book _ biography
_ history __article _video __textbook __museum
exhibit
Science and
Social Science
Explore a topic you’ve read about this quarter—go back
DEVELOP NONFICTION to revisit the topic with texts you read. Make your own
LITERACY
nonfiction booklet about the topic.
CCSSRI.3.2
Analyze ideas
Academic Vocabulary
(CCSSR4)
Make a glossary of nonfiction author’s techniques with
examples.
Writing
CCSSW3.2
Make a topic book or exhibit.
Third Grade Third Quarter Network 13
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18