Grade 3
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Standards: 1.1.3, 1.2.3, 1.3.3, 1.7.3
Benchmark/Skills
READING
1. Student regularly uses all word recognition skills
and strategies
Skill Set:
a. Acquire a reading vocabulary by identifying and
correctly using words (e.g., antonyms, synonyms,
categories of words). Refer to a dictionary as needed.
b. Develop a reading vocabulary by identifying and
correctly using words in various subject areas.
c. During reading utilize a variety of strategies to decode,
analyze (root words, prefixes, suffixes), and understand
words
d. Recognize and examine words from other languages
that are commonly used English words.
e. Review elements of phonics.
f. Use context clues to increase vocabulary.
7/02
Approx. Time Allotment:
Assessment
Required/Optional:
See Grade 3 Reading
Assessment Addendum
 Anecdotal notes
 Macmillan/McGraw-Hill
Publisher worksheets
 Reading Logs
 Macmillan/McGraw-Hill
Selections and Unit
Assessments
 Running records
 Spelling Tests
 Skill inventories
 Word Webs
 Vocabulary
Aligned Materials/
Resources/Technology




MacMillan/McGraw-Hill
Spotlight on Literacy
Library
MacMillan/McGraw-Hill
Practice Book
Teacher generated
worksheets and activities
MacMillan/McGraw-Hill
ESL/Second-language
teacher's guide computer
software
Instructional Strategies
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

Choral reading
Cloze worksheet activities
Graphic organizers (e.g.,
KWL chart, story map,
story web, concept maps)
Guided reading
Mini-lessons
Student recorded
audiotapes
Student/teacher
conferences
Vocabulary development
Word games
Grade 3
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Standards: 1.1.3, 1.2.3, 1.3.3, 1.7.3
Benchmark/Skills
READING
2. Student’s ability to construct meaning
continues to grow.
Skill Set:
a. Demonstrate pre-, during, and postreading skills to understand and interpret
fiction and nonfiction: summarize main
ideas and supporting details; distinguish
cause and effect; compare and contrast (e.g.
story events, characters); connect new
information to prior knowledge; clarify
ideas and understandings through rereading
and discussion; support opinions by citing
evidence from the text; preview the text
format (e.g., title, chapters, headings, table
of contents)
b. Distinguish the structures in poetry
through pattern books, predictable books,
and nursery rhymes.
c. Evaluate literary elements in stories
describing characters, setting, and plot.
d. Identify literary devices in stories (e.g.
rhyme, rhythm, and personification)
e. Identify the structures in drama (e.g. acts,
scenes, characters, and narrator)
f. Interpret the purposes and differentiate the
types of text
g. Read and infer essential content of
informational materials in all academic
areas: differentiate fact from opinion;
distinguish between essential and
nonessential information; make inferences
h. Distinguish variations in the dialogues of
literary characters and relate them to
differences in geographical location (e.g.
dialect).
7/02
Approx. Time Allotment:
Assessment
Required/Optional:
See Grade 3 Reading Assessment
Addendum
 Running records
 Journals
 Macmillan/McGraw-Hill Selection
and Unit Assessments
 Story maps/Graphic organizers
 Teacher observation
 Reader responses
 Oral retelling
 Demonstration projects
 Book reports/sharing
Aligned Materials/
Resources/Technology




MacMillan/McGrawHill Anthologies, Level
8 and Level 9
Student magazines and
newsletters
MacMillan/McGrawHill Spotlight on
Literacy trade book
library
MacMillan/McGrawHill Theme
Bibliography
Instructional Strategies
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Activate prior knowledge
Book Talks
Brainstorming
Cloze worksheet activities
Dramatizations
Graphic organizers (e.g., KWL
chart, story map, story web,
concept maps)
Guided reading
Literature discussion groups
Mini-lessons
Paired reading
Readers’ Theater
Role play
Student recorded audiotapes
Student/teacher conferences
Grade 3
Essential Question, Concept or Theme: A. Students will expand on their knowledge
of reading through an integration of the elements of learning to read independently,
reading critically in all content areas, and reading, analyzing, and interpreting literature.
Standards: 1.1.3, 1.2.3, 1.3.3, 1.7.3
Benchmark/Skills
READING
3. Student consistently reads
familiar materials with accuracy
using appropriate flow and meter.
Skill Set:
a. Read text using self-monitoring
comprehension strategies: predict;
reread ;adjust reading rate
b. Preview text silently, then read
aloud independently, using intonation,
pacing, pauses and emphasis that
signal the meaning of the text.
c. Demonstrate fluency: read familiar
materials aloud with accuracy,
focusing on pronunciation;
use appropriate rhythm, flow, meter
d. Respond to punctuation cues to
guide meaning and fluency.
7/02
Approx. Time Allotment:
Assessment

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
Read aloud
Running Records
Observations
Guided reading
Teacher/student Conferences
Readers' Theater
Checklists
Choral Reading
Tape recorded reading
Aligned Materials/
Resources/Technology




Classroom library
MacMillan/McGrawHill Spotlight on
Literacy trade book
library
MacMillan/McGrawHill Theme
Bibliography
Television
programming (e.g.
Reading Rainbow)
Instructional Strategies
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

Book Talks
Choral reading
Dramatizations
Guided reading
Listening and responding to
audiotapes
Mini-lessons
Paired reading
Readers’ Theater
Student recorded audiotapes
Student/teacher conferences
Word games
Grade 3
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Standards: 1.1.3, 1.2.3, 1.3.3, 1.7.3
Benchmark/Skills
READING
4. Student independently engages
in reading for a variety of purposes
showing a growing interest in
varying genre and authors.
Skill Set:
a. Read and understand functional text
(e.g., signs, schedules, menus,
advertisements).
b. Engage in sustained silent reading
to establish good reading habits.
Assessment






Student reading logs/library
logs
Author study
Student portfolios
Book sharing projects
Interest inventories
Teacher/student conferences
Aligned Materials/
Resources/Technology






7/02
Approx. Time Allotment:
Trade Books (class sets A Lion to
Guard Us; Blackberries in the Dark;
Chocolate Fever; Chocolate Touch;
Class Clown; Lili the Brave; Rachel
Carson: Pioneer of Ecology; Ramona
Forever; Rip Van Winkle; Secret of
the Seal; Skinnybones; Sylvester’s
Magic Pebble; The Chalk Box Kid;
The Lemonade Trick;
Classroom library
Macmillan/McGraw-Hill anthologies,
Level 8 and Level 9
Children's magazines and newspapers
MacMillan/McGraw-Hill Spotlight
On Literacy library
MacMillan/McGraw-Hill Spotlight
On Literacy trade book library
Instructional Strategies

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




Book Talks
Dramatizations
Visiting authors
Literature discussion groups
Mini-lessons
Paired reading
Readers’ Theater
Student/teacher conferences
Grade 3
Essential Question, Concept or Theme: A. Students will expand on their knowledge of
reading through an integration of the elements of learning to read independently, reading
critically in all content areas, and reading, analyzing, and interpreting literature.
Standards: 1.1.3, 1.2.3, 1.3.3, 1.7.3
Adaptations/Inclusion
Techniques
READING
 Additional time and
practice
 Auditory/Visual
Prompts
 Extended time
 Individualized word
banks
 Word walls
 Highlighter pens
 Word rings
 Modifications as
determined by
student's IEP
 Audiotape books
 Study guide
 Graphic organizers
 Leveled reading
 Senior Citizen's
reading partnership
 Audiotapes of student's
reading
 Reading windows
 Text presented in
smaller chunks
 Study carrels
 Cooperative learning
groups
7/02
Enrichment
Strategies
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

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Computer software
Learning centers
Expanded assignments
Macmillan/McGraw-Hill
Anthology Selection Challenge
Words List (Spelling/Vocab)
Content area vocabulary books
Word Games (e.g. Scrabble,
UpWords)
Macmillan/McGraw-Hill
Multilevel Resources for Flexible
Grouping (TM Section D)
Graphic Organizers
Literature Circles
Macmillan/McGraw-Hill Trade
Book Library
Guided reading
Partner reading
Learning contracts
Story boards
Cloze activities
Sustained Silent Reading
Book Talks
Poetry recitations
Paired reading with younger
students
Readers' Theater
Junior Great Books
Field trips
Independent author study
MacMillan/McGraw-Hill Spotlight
on
Approx. Time Allotment:
Remediation
Strategies

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
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ABC Cards
Word Rings
MacMillan/McGraw-Hill Phonics Support Blackline
Masters
MacMillan/McGraw-Hill Reteaching Blackline Masters
MacMillan/McGraw-Hill Spotlight Books (Vocabulary,
Phonic and Decoding)
Word Building Kit
Word Mask
MacMillan/McGraw-Hill Reteaching Blackline Masters
MacMillan/McGraw-Hill Leveled Theme Bibliography
(TM Sections F and G, each lesson)
Story Strips
MacMillan/McGraw-Hill ESL Support Teacher's Guide
MacMillan/McGraw-Hill Oral Language Activities (TM
Section F, each lesson)
MacMillan/McGraw-Hill Interactive Software
MacMillan/McGraw-Hill Activities for Building
Background (TM Section E, each lesson)
Guided reading
MacMillan/McGraw-Hill Reteaching Lessons (TM
Section B, each lesson)
MacMillan/McGraw-Hill Theme Bibliography (TM
Section F , each unit)
Choral reading
Echo reading
MacMillan/McGraw-Hill Songs and Stories
Audiocassette Library
MacMillan/McGraw-Hill Listening Library
MacMillan/McGraw-Hill Trade Book Library (TM
Theme Resources, Section D, each unit)
Author study
MacMillan/McGraw-Hill Poetry Talk (TM Poetry
Section, each lesson)
Multicultural/
Interdisciplinary Connection







Children’s weekly publications
(e.g., Scholastic News, Time For
Kids, Weekly Reader)
Macmillan/McGraw-Hill Theme
Connections (TM Section E)
Macmillan/McGraw-Hill Theme
Bibliography (Books for all levels
and curriculum areas (TM
Sections F-G)
Macmillan/McGraw-Hill
Multicultural Perspectives (TM
Section P, each lesson)
Macmillan/McGraw-Hill Across
the Curriculum (TM Sections QR, each lesson)
Mathematics Problem of the Day
and Performance Assessments
Science children’s magazines
(e.g., Kids Discover, Ranger Rick,
National Geographic Kids)
Grade 3
Essential Question, Concept or Theme: B. Students will approach writing as a process
which will enable them to communicate clearly for a variety of purposes and audiences.
Standards: 1.4.3, 1.5.3
Benchmark/Skills
Assessment
WRITING
1. Student consistently uses steps of
the writing process.
Skill Set:
a. Create narrative pieces (e.g., stories,
poems, biographies, autobiographies):
include detailed descriptions of people,
places and things; use relevant
illustrations; include literary elements
b. Generate topics and spend the
necessary time to revisit and revise
writing for content.
c. Practice developing content: gather
information and establish a plan for
writing; write paragraphs with one
central idea; include relevant details;
use varied sentence structure;
write and interesting opening and follow
a logical sequence of beginning, middle,
and end
d. Use conferencing, revision,
proofreading, and editing process to
refine writing.
e. Identify purpose and audience
f. Select writing mode: narrative,
descriptive, expository, persuasive
g. Use different organizational
techniques to support and develop a
central idea
h. Revise to clarify and refine ideas
i. Evaluate revisions made by self and
others
7/02
Required/Optional:
See Grade 3 Writing Assessment
Addendum
 Macmillan/McGraw-Hill Progress
Assessments (Time to Write
Sections)
 Brainstorming lists
 Story maps
 Graphic Organizer
 Journals
 Dialogue Chart
 Teacher/student conferences
 I Can Do It! checklists (See
Addendum)
 Illustrations as pre-writing plan
 Peer conferencing
Approx. Time Allotment:
Aligned Materials/
Resources/Technology






MacMillan/McGraw-Hill Writing
Process (TM Section I, each lesson)
MacMillan/McGraw-Hill Unit
Writing Process (one per unit)
MacMillan/McGraw-Hill Writing
Process Transparencies
MacMillan/McGraw-Hill Writing
Projects (TM Section J, each lesson)
MacMillan/McGraw-Hill Respond to
the Literature (TM Section A, each
lesson)
Model materials: magazines,
guidebooks, story anthologies
Instructional Strategies








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

Brainstorming
Mini lessons
Modeling
Graphic organizers (e.g., KWL chart,
story map, story web, concept maps,
sequence map)
Partner(s) writing
Peer conferences
Story Board
Teacher/student conferences
Word Games
Writer's notebook
Word Lists
Collaborative writing
Grade 3
Essential Question, Concept or Theme: B. Students will approach writing as a process
which will enable them to communicate clearly for a variety of purposes and audiences.
Standards: 1.4.3, 1.5.3
Benchmark/Skills
WRITING
2. Student regularly writes for a variety of purposes
a. Compose informational pieces (e.g., descriptions,
letters, reports, instructions: include illustrations when
relevant). Research the topic; Introduce the topic in
opening paragraph; Use relevant facts and details in 2 or
more paragraphs; Summarize information in last
paragraph;
Maintain focus throughout piece
b. Edit for mechanics and grammar: spell commonly used
words correctly; apply appropriate capitalization skills;
use correct punctuation; use nouns, pronouns, verbs, and
adjectives correctly; use complete sentences
c. Formulate an opinion and support it with facts.
d. Respond appropriately to the writing of others.
e. Share written work with an audience in and beyond the
classroom.
f. Write daily.
7/02
Approx. Time Allotment:
Assessment
Required/Optional:
See Grade 3 Writing
Assessment Addendum
 RTM District Writing
Sample
 MacMillan/McGraw-Hill
Progress Assessments (Time
to Write sections)
 Journals
 I Can Do It! checklists (See
Addendum)
 Scoring rubrics (See
Addendum)
Aligned Materials/
Resources/Technology






MacMillan/McGraw-Hill
Writing Process (TM
Section I, each lesson)
MacMillan/McGraw-Hill
Unit Writing Process (one
per unit)
MacMillan/McGraw-Hill
Writing Process
Transparencies
MacMillan/McGraw-Hill
Writing Projects (TM
Section J, each lesson)
MacMillan/McGraw-Hill
Respond to the Literature
(TM Section A, each
lesson)
Model materials:
magazines, guidebooks,
story anthologies
Instructional Strategies








Written responses to
literature
Guided writing
Authentic Writing - (e.g.
pen pals, requests for
information, e-mail)
Mini lessons
Quick writes
Writer's Log
Cumulative writing folder
Note taking
Grade 3
Essential Question, Concept or Theme: B. Students will approach writing as a process
which will enable them to communicate clearly for a variety of purposes and audiences.
Standards: 1.4.3, 1.5.3
Benchmark/Skills
Assessment
WRITING
3. Student’s ability to accurately use proper
mechanics and conventions of writing is growing
Skill Set:
a. Demonstrate proper alignment, spacing, size,
formation, and slant for manuscript and cursive
handwriting
b. Edit for mechanics and grammar: spell commonly
used words correctly; apply appropriate
capitalization skills; use correct punctuation; use
nouns, pronouns, verbs, and adjectives correctly;
use complete sentences
c. Write at least one narrative piece which is at least
three paragraphs in length. Each paragraph must
consist of at least three related sentences using
varied sentence structure.
d. Write with: sequence: include beginning, middle,
and end; descriptive words and action verbs; focus:
identifying topic, task, and audience
e. Proofread and edit a composition
f. Share compositions with others
g. Recognize types of sentences: declarative,
interrogative, imperative, exclamatory
h. Recognize complete and incomplete sentences
i. Recognize sentence structures: simple, compound,
complex
j. Recognize sentence parts: complete, simple,
compound
k. Recognize nouns: common, proper, singular,
plural, possessive
l. Recognize verbs: action, helping, linking,
irregular
m. Form verb tenses: present, past, future
n. Form contractions
o. Recognize pronouns
p. Recognize subject- verb agreement
q. Recognize adjectives
7/02
Required/Optional:
See Grade 3 Writing Assessment
Addendum
 Macmillan/McGraw-Hill Progress
Assessments (Time to Write
Sections)
 MacMillan/McGraw-Hill Spelling
tests
 I Can Do It! checklist (See
Addendum)
 Scoring rubrics (See Addendum)
 MacMillan/McGraw-Hill practice
worksheets
 Teacher/student conferencing
 Peer conferences
Approx. Time Allotment:
Aligned Materials/
Resources/Technology







MacMillan/McGrawHill 5-Day Grammar
Plan (TM Section F-L,
each lesson)
MacMillan/McGrawHill
Grammar/Mechanics
Checklists (TM
Section L, each lesson
MacMillan/McGrawHill Daily Language
Activities
Transparencies
Macmillan-McGraw
Hill spelling program
and RTM grade-level
high frequency word
lists
Scott Foresman
D’Nealian handwriting
program
Scope and Sequence
of Language Arts
(Grade 3)- Language
Skills (see Addendum)
Write Track resource
book
Instructional Strategies


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
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


Editing Checklists
Scoring Rubrics
Mini lessons
Teacher/student
conferences
Peer conferences
Daily Edits
District writing sample
Skill inventories
Modeling
Grade 3
Essential Question, Concept or Theme: B. Students will approach writing as a process
which will enable them to communicate clearly for a variety of purposes and audiences.
Standards: 1.4.3, 1.5.3
Adaptations/Inclusion
Techniques
WRITING
 Peer tutors
 Highlighter pens
 Reduce/modify
assignments
 Additional time
 Word mapping
 Word lists
 Modifications as
determined by the
student's IEP
 Test or quizzes read
aloud
 Student/teacher
conferences
 I Can Do checklists
Enrichment
Strategies












7/02
MacMillan/McGraw-Hill
Writing Projects (TM
Section J)
Journals
Writing Logs
Portfolios
MacMillan/McGraw-Hill
Respond to the Literature
(Theme responses, TM
Section A)
MacMillan/McGraw-Hill
Writing Projects (TM
Section J, each lesson)
Create books
Inquiry/Research Projects
Peer conferences
Teacher/student
conferences
Checklists
Self-evaluation charts
Approx. Time Allotment:
Remediation
Strategies










MacMillan/McGraw-Hill
leveled writing projects
(TM Section J, each
lesson)
I Can Do It Checklist
Scoring Rubrics
Story maps
Graphic Organizers
MacMillan/McGraw-Hill
Writing and Language
Handbook
Illustrate as pre-write
activity
Writing Prompts
Functional writing (e.g.
directions, To Do Lists)
MacMillan/McGraw-Hill
Daily Language Activities
Transparencies
Multicultural/
Interdisciplinary Connection

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
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
Journal writing and problem solving explanations in the
SFAW mathematics lessons
Note taking in science and social studies
Science journals, lab reports, special unit reports and
projects
Macmillan/McGraw-Hill Respond to the
Literature/Writing About the Theme (TM Section A, each
lesson)
Macmillan/McGraw-Hill Multicultural
Perspectives/Writing Prompts (TM Section P, each lesson)
Macmillan/McGraw-Hill Writing Process Transparencies
(one each unit)
Macmillan/McGraw-Hill Daily Language Activities
Transparencies
Grade 3
Essential Question, Concept or Theme: C. Students will continue to practice speaking and
listening skills to promote positive interactions in the school community and beyond.
Standards: 1.6.3
Benchmark/Skills
SPEAKING AND LISTENING
1. Demonstrate the ability to
critically listen to others
Skill Set:
a. Ask relevant questions to aid
understanding;.
b. Distinguish fact from opinion;
c. Listen to and acknowledge the
contributions of others
Approx. Time Allotment:
Assessment



MacMillan/McGraw-Hill Progress
Assessments (Listening Sections)
Teacher observation
Follow a simple set of directions
Aligned Materials/
Resources/Technology





7/02
Books on tape
Listening centers
Macmillan-McGraw
Hill Listening,
Speaking, Viewing
activities (TM, each
lesson)
Macmillan-McGraw
Hill resources: Read
Alouds, Plays, and
Choral Readings;
Songs and Stories
Audiocassettes;
Listening Library
Macmillan/McGrawHill Technology
Resources (TM
Section F, each unit)
Instructional Strategies









Modeling
Class debates/discussions
Class meetings
Guest speakers
Listening to audio tapes
Literature discussion groups
Mini lessons
Teacher/student conferences
MacMillan/McGraw-Hill
Listening Library
Grade 3
Essential Question, Concept or Theme: C. Students will continue to practice speaking
and listening skills to promote positive interactions in the school community and beyond.
Standards: 1.6.3
Benchmark/Skills
SPEAKING AND LISTENING
2. Contribute to both large and
small group discussions and
presentations
Skill Set:
a. Use appropriate volume and pace
so that speech is intelligible.
b. Demonstrate an awareness of
audience.
c. Ask relevant questions
d. Respond to questions asked with
appropriate information or opinions
e. Shares experiences, ideas, opinions
with others
f. Listen to and acknowledge the
contributions of others
7/02
Approx. Time Allotment:
Assessment







Deliver short reports.
Present oral readings (e.g. poetry).
Give simple directions and explanations.
Retell stories
Teacher observation
Follow a simple set of directions
Participates in sharing
Aligned Materials/
Resources/Technology


Macmillan-McGraw
Hill Listening,
Speaking, Viewing
activities (TM, each
lesson)
Macmillan-McGraw
Hill resources: Read
Alouds, Plays, and
Choral Readings
Instructional Strategies








Book Talks
Choral reading
Class discussions
Dramatizations
Impromptu speeches
Literature discussion groups
Mini lessons
Student recorded audio tapes
Grade 3
Essential Question, Concept or Theme: C. Students will continue to practice speaking
and listening skills to promote positive interactions in the school community and beyond.
Standards: 1.6.3
Approx. Time Allotment:
Adaptations/Inclusion
Techniques
LISTENING AND SPEAKING
 Auditory/Visual prompts
 Preferential seating
 Wait time
 Use of recording devices
 Modifications as determined by
the student’s IEP
 Present information in smaller
chunks
 Use of microphone
 Reduced/modified assignments
Remediation
Strategies
Enrichment
Strategies
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MacMillan/McGraw-Hill
Writing Projects (TM Section H,
each lesson)
Listening centers/books on tape
Interviews
Debates
MacMillan/McGraw-Hill Oral
Language Activities ( TM
Section F, each lesson)
Respond to literature
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Listening centers
Ask for repetition, restatement, or
explanation to clarify meaning
Teacher models appropriate
listening behaviors/expectations
Behavior modification
plan/checklist
Listening contract
Auditory prompts
Cooperative learning group
assignments
Multicultural/
Interdisciplinary Connection
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Guest speakers
Macmillan/McGraw-Hill
Listening Library
Macmillan/McGraw-Hill Songs
and Stories Audiocassettes
Theme integration in special
subject areas: Music - songs,
instruments, composers, dances;
Physical Education - games and
dances; Art
School assemblies
f. Macmillan/McGraw-Hill
Multicultural Perspectives (read
aloud)
Macmillan/McGraw-Hill Read
Alouds, Plays, and Choral
Readings
Inter-generational exchanges
with retirement communities
Theme integration in special
subject areas: Art, Music
Macmillan/McGraw-Hill Read
Alouds, Plays, and Choral
Readings
Macmillan/McGraw-Hill
Cooperative Project (one each
unit)
Grade 3
Essential Question, Concept or Theme: D. Students, as researchers, will utilize
resources from a variety of media within the school and community to develop a plan for
information gathering, analysis, and synthesis of a defined research problem.
Standards: 1.8.3
Benchmark/Skills
RESEARCH
1. Research a topic by locating
information using appropriate
sources and strategies.
Skill Set:
a. Locate and select sources for a
particular research topic (e.g.
dictionaries, electronic media,
encyclopedias, interviews, trade
books).
b. Take notes from various sources.
c. Present research findings using a
structured format.
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Assessment
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Graphic organizer
Written reports
Projects
Teacher observation
Student presentations
Scoring rubrics
Checklists
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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Electronic References: My First
Incredible Amazing Dictionary,
DK
Online Sources: World Book
Encyclopedia; New Book of
Knowledge, Grolier; Grolier
Multimedia Encyclopedia,
Grolier; Junior Reference
Collection, Gale (Includes: UXL
Multicultural, Biography,
Science, Geography, and Authors
components); Electric Library,
bigchalk.com; Access PA Power
Library, Includes: EbscoHost:
Primary Search or Middle
Search Plus (periodicals),
Associated Press Photo archive,
SIRS Discoverer Deluxe,
Searchasaurus, Facts.com
Instructional Strategies
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Graphic organizers (e.g., KWL
chart, story map, story web,
concept maps)
Guest speakers
Note taking
Teacher/student conferences
Mini lessons
Modeling
Interviews
Grade 3
Essential Question, Concept or Theme: D. Students, as researchers, will utilize
resources from a variety of media within the school and community to develop a plan for
information gathering, analysis, and synthesis of a defined research problem.
Standards: 1.8.3
Approx. Time Allotment:
Adaptations/Inclusion
Techniques
RESEARCH
 Additional time
 Graphic aids
 Selected materials to match the
skill level
 Modified assignments
Remediation
Strategies
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Enrichment
Strategies
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Research centers
Learning contracts
Independent research
Cooperative learning projects
Graphic organizers
Computer software
Tiered assignments
As determined by student's IEP
MacMillan/McGraw-Hill
Study Skills (TM Section O,
each lesson)
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Research centers
Leveled research materials
Use graphic organizer/guides
Peer support
Multicultural/
Interdisciplinary Connection
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School libraries
Classroom libraries
Macmillan/McGraw-Hill Study
Skills, (TM Section O, each
lesson)
Grade 3
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