Standard: RI3.1
Related CA Standard RC2.3: Demonstrate comprehension by identifying answers in the text.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
Essential Skills/Concepts
Teaching Notes/Strategies
Pre-Requisites:
 Ask Questions
 Answer Questions in Complete
Sentences
Sentence Stems
Chunks:
 Ask Questions about the text.
 Answer Questions about the
text “Right There”
 Refer to text to answer
“Cite Evidence”
QAR
Vocabulary:
 Text
 “Right There”
 Explicitly
Note Taking Strategies (highlight,
text code)
Anchor Chart
Recipe for Referring Explicitly
Resources
Informational Text
Social Studies
Science
Wonders
Reading Writing Project
Standard: RI3.2
Related CA Standard RC2.5
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Essential Skills/Concepts
Pre-requisites
-How to find the main idea and
details within a text.
Chunks:
 Recount key details
 Determine the main idea
 Explain how the key
details support the main
idea
Vocabulary:
-Text
-Main Idea
-Details
-Key Details
-Support
Teaching Notes/Strategies
Circle Map
Jot Dots
Deconstruct Mentor Text
Tree Map
Partner Work
Resources
Science and Social Studies Text
Wonders
Articles
Reading Writing Project
Standard: RI3.3
Related CA Standard Second Grade RC2.7 Interpret information from diagrams, charts, and graphs.
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.
Essential Skills/Concepts
Pre-requisites:
 Identify events
 Make connections in the
text
Chunks:
 Describe the Relationship:
 Time
 Sequence
 Cause and Effect
Vocabulary:
 Time Words: long ago, in
the decade, future
 Relationship
 Series of events
 Steps in a procedure
Teaching Notes/Strategies
Time lines
Resources
Double Bubble
Science:
Life cycle
Pangea
Graphic Organizer
Science / Social Studies Text
Sentence Frames
Pittsburg History
Time / Transition Words Anchor
Technical Text
Chart
Wonders
Note taking
Recipes
Collaborative Conversations
Reading Writing Workshop
Close reading strategies
Standard: RI3.4
Related CA Standard NA
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a
grade three topic or subject area. (See grade 3 Language standards 4-6 for additional expectations.)
Essential Skills/Concepts
Prerequisites:
 Context Clues
Chunks:
 Affixes: prefixes, suffixes
 Root words
 Dictionary use
 Glossaries
 Multiple meaning words
 Synonyms (shades of meaning)
 Antonyms
 Literal vs. non-literal meaning
 Academic language based on
content
Vocabulary:
 Determine
 Prefixes
 Text
 Subject
Teaching Notes/Strategies
Resources
Board Language
-Separate Skills
-Use in Reading Comprehension
Reference Materials
Smart Books
Informational Text
Anchor Chart
-tool box
Recipe for Monitor and Clarrify,
Context Clues
In context, not in isolation
Reference Material Guide
Standard: RI3.5
Related CA Standard
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently
Essential Skills/Concepts
Pre-requisites:
 Basic keyboarding skills
 How to Navigate through the
internet/webpage
Chunks:
 Determine relevant
information
 Understand importance of key
words
 Interpret text features
Vocabulary:
 Locate
 Text Features
 Key Words
 Side Bars
 Hyperlinks
Teaching Notes/Strategies
Resources
Group Work
Pittsburg Direct Instruction Model
Short Research Projects
Document Camera
Scavenger Hunt with Internet
Anchor Chart
Question Concept Board
Computer Lab
Question Stems and Prompts
Topics Already Teaching
Standard: RI3.6
Related CA Standard (WS1.3)
Distinguish their own point of view from that of the author of a text
Essential Skills/Concepts
Pre-requisite:
 Compare / Contrast
 Authors Purpose
Chunks:
 Author’s message/intent
 Identify point of view
-yours
-authors
 Identify language that
shows author’s point of
view
 Compare and contrast
points of view
Vocabulary:
 Text
 point of view
Teaching Notes/Strategies
Resources
Authors Beliefs
Facts
Ex) Treasures Unit 2, Wk 3 Coasting
California
Anchor Chart for signal Words
Ex) Treasures Unit 4 Wk 3 p.72
Solution to Pollution
Question Stem and Prompts
Articles from various points of view
Standard: RI3.7
Related CA Standard
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
Essential Skills/Concepts
Pre-Requisite:
 Illustrations contain
information
Chunks:
 Understand map and
legends
 Importance of pictures
related to text, caption
Use pictures and words to
understand (where, when, why,
how key events occur)
Vocabulary:
 Related
 Key events
 Illustrations
Teaching Notes/Strategies
Direct Instruction on features
Anchor Charts
Note taking (margin) answering w
questions
Question Stems and Prompts
Resources
Wonders
Scholastic News
Other Periodicals
Science Books
Standard: RI3.8
Related CA Standard
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
Essential Skills/Concepts
Pre-Requisites:
 Main Idea and Details
Chunks:
 Explain how a text is
structured
 Understand how the text
supports a claim
Vocabulary:
 Text Structure
 Comparison:
Compare/Contrast
 Cause and Effect
 Sequence: first, second
third
Teaching Notes/Strategies
Tree Map
Mentor Text (Deconstruct)
Note Taking
Signal Words
What details or facts support the
author’s claim?
What organizational pattern was
used to write this text?
How does this sentence connect with
what we read earlier?
Resources
Mentor Text
Science
Social Studies
Treasures
Reading Writing Workshop
Standard: RI3.9
Related CA Standard
Compare and contrast the most important points and key details presented in two texts on
the same topic
Essential Skills/Concepts
Teaching Notes/Strategies
Double Bubble
Pre-Requisites
 Identify Important Points
Circle Map
 Identify Key Details
Chunks:
 Compare and contrast the
points made in two
different texts
Vocabulary:
 Compare
 Contrast
 Key Details
Jot Dot
Text Coding
Partner Talk
Question Stems and Prompts
Resources
2 Texts on same topic
Wonders
Science
Social Studies
Treasures
-Unit 4 Week 3 “A Higher Goal”
pg.70
-“Solution to Pollution” pg. 72
-Unit 4 Week 5 “Ellen Ochoa” pg. 114
-“Suzan B Anthony” pg. 134
(Women who made a difference)
Standard: RI3.10
Related CA Standard
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.
Essential Skills/Concepts

Read with a Pen

Monitor and Clarify

Use Text Features to Aid in
Comprehension

Visualize

Make Predictions

Make Connections

Ask Questions

Summarize
Teaching Notes/Strategies
PDIM
Collaborative Conversations
Explicit Instruction from 1-9
Note Taking Strategies
Independent Readers Anchor Chart
Resources
Grade level non-fiction text
Appendix B
Dictionaries
Anchor Charts