rd
3 Grade
SECOND QUARTER LEARNING PRIORITIES
Common Core Third Grade Literacy Standards Emphasized
READING LITERATURE
READING NONFICTION
KEY IDEAS AND DETAILS
KEY IDEAS AND DETAILS
1. Ask and answer questions to demonstrate understanding
1. Ask and answer questions to demonstrate understanding of a
of a text, referring explicitly to the text as the basis for the
text, referring explicitly to the text as the basis for the answers.
answers.
2. Recount stories, including fables, folktales, and myths from
2. Determine the main idea of a text; recount the key details and
diverse cultures; determine the central message, lesson, or
explain how they support the main idea.
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.
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
4. Determine the meaning of words and phrases as they are
used in a text, distinguishing literal from nonliteral language.
CRAFT AND STRUCTURE
4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3
topic or subject area.
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 (e.g., create mood,
emphasize aspects of a character or setting).
INTEGRATION OF KNOWLEDGE AND IDEAS
7. 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).
Writing: CCSSW.3.2 EXPLANATORY (CPS Framework Assessment Specification)
Write informative/explanatory/informational texts to examine a Topic and BIG Question: convey ideas and information clearly.
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Introduce a Topic and BIG Question: group related information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Explanatory writing aligns with reading standard 7—integrate from different sources; and writing standard 7—research to understand
a topic.
Third Grade: Second Quarter Learning Priorities Weeks 11-12
Reading Literature
CCSSRL.3.1
Infer with evidence
CCSSRL3.2 infer theme
CCSSRL3.3 analyze character, plot
How did the writer help you
understand that CCSSRL3.5
Week 11 Include response to REACH assessment
Infer:
 How characters feel about each other
 What the motives are for actions
 What the effects are of the actions—literal and
inferred
 What the next part of the story would be if the writer
continued it
Week 12
Infer:
 How characters feel about each other
 What the motives are for actions
 What the effects are of the actions—literal and inferred
 What the next part of the story would be if the writer
continued it
How did the writer help you understand that?
Explain how you draw those conclusions.
Question
Answer
evidence
Explain how you draw those conclusions.
Question
Answer
evidence
Science
CCSSRI.3.1Identify important information
CCSSRI3.2 summarize/analyze ideas
CCSSRI3.3—use structure of the text to
identify ideas and their relationship to the
central idea
Social Science
CCSSRI.3.1Identify important information
CCSSRI3.2 summarize/analyze ideas
CCSSRI3.3—use structure of the text to
identify ideas and their relationship to the
central idea
Fluency
Rate, comprehension, expression,
diction
Word Knowledge
How did the writer help you understand that?
TOPIC
BIG Question:
Use graphic organizer to clarify:
Central idea
Main ideas
Important facts
(see PARCC examples)
TOPIC
BIG Question:
Use graphic organizer to clarify:
Central idea
Main ideas
Important facts
(see PARCC examples)
This week’s read-aloud:
TOPIC
BIG Question:
Use graphic organizer to clarify:
Central idea
Main ideas
Important facts
(see PARCC examples)
TOPIC
BIG Question:
Use graphic organizer to clarify:
Central idea
Main ideas
Important facts
(see PARCC examples)
This week’s read-aloud:
Identify, use prefixes
Identify and use suffixes
Outline a report or essay
Write essay or report based on week 11 outline, emphasize
focus and support
This week’s focus:
This week’s focus:
Math Journal
Short response
Math Journal
Short Response
CCSSRI.3.4
Classify vocabulary
Writing
explanatory/informational
MATH
Practice Standard 1: analyze
problem, then solve it
Practice Standard 6: attend to
precision
Second Quarter Center for Urban Education 2013
http://teacher.depaul.edu
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Third Grade: Second Quarter Learning Priorities Weeks 13-14
Reading Literature
CCSSRL.3.1
Analyze, then infer with evidence
CCSSRL3.2: main idea
CCSSRL3.3 analyze character,
plot—how the writer uses them to
communicate a message
How does a writer communicate a
message (CCSSRL3.5)
Science
CCSSRI.3.1Identify important
information
CCSSRI3.2 summarize/analyze ideas
CCSSRI3.3—use structure of the text
to identify ideas and their relationship
to the central idea
Social Science
CCSSRI.3.1Identify important
information
CCSSRI3.2 summarize/analyze ideas
CCSSRI3.3—use structure of the text
to identify ideas and their relationship
to the central idea
Week 13
Draw logical conclusions
Summarize a story. First, make a chart.
people
traits
place
characteristics
events
Which are most important?
Then tell the main idea or theme—the lesson or idea the writer
wants you to understand.
Week 14
Draw logical conclusions
Read a poem or story relating to a theme such as
Thanksgiving.
How did the writer help you understand that
What is the purpose—and
how does a writer accomplish that purpose?
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Important examples
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Important examples
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Important examples
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Important examples
Fluency
This week’s read-aloud:
Rate, comprehension, expression,
diction
Identify and use prefixes and suffixes
Word Knowledge
CCSSRI.3.4
Analyze word patterns
Infer from context
Writing
explanatory/informational
MATH
Practice Standard 1: analyze
problem, then solve it
Persistently
6. Work with precision
Interpret author's choice of words, relate to purpose;
author’s choice of examples.
This week’s read-aloud:
Figurative language
Word
What It Means in
this Context
Organize/Write essay or report with focus, support, clear
introduction and conclusion
Organize/Write poem with vivid language
(relate to author’s choice of words; Thanksgiving)
3C
This week’s focus:
This week’s focus:
Math Journal
Short response
Math Journal
Short Response
Second Quarter Center for Urban Education 2013
http://teacher.depaul.edu
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Third Grade: Second Quarter Learning Priorities Weeks 15-16
Week 15
Explain reason for author’s choice of words—relate to
purpose
How does the writer start the story to interest you?
How does the writer help you understand the
characters—their traits, their motives?
How does the writer accomplish the purpose—to
communicate the message?
TOPIC AND BIG QUESTION:
Tell why you think the writer includes examples,
headings, and illustrations—what did the writer want
you to think was important as you read?
Use graphic organizer to show Answer the BIG
question with ideas and information from the text.
Then write your response.
Week 16
Decide what the lesson or moral is of a story.
Tell how the author communicates it—uses characters
and events to make it clear.
Explain with examples.
TOPIC AND BIG QUESTION:
Tell why you think the writer includes examples,
headings, and illustrations—what did the writer want
you to think was important as you read?
Use graphic organizer to show Answer the BIG
question with ideas and information from the text.
Then write your response.
TOPIC AND BIG QUESTION:
Tell why you think the writer includes examples,
headings, and illustrations—what did the writer want
you to think was important as you read?
Use graphic organizer to show Answer the BIG
question with ideas and information from the text.
Then write your response.
Fluency
Rate, comprehension, expression, diction
This week’s read-aloud:
This week’s read-aloud:
Word Knowledge
Identify, explain how prefixes and suffixes affect
word meaning
Identify compound words
Identify contractions in reading.
Outline essay or report for clear focus, support,
introduction, conclusion
Write essay or report based on week 16 outline
Emphasis on focus, support, transitions
This week’s focus:
This week’s focus:
Math Journal
Short response
Math Journal
Short Response
Reading Literature
CCSSRL.3.1
Infer with evidence
CCSSRL3.3 analyze character, plot
CCSSRL3.5 Author’s choices and purpose
(CCSSRL3.6)
Science
CCSSRI.3.1 Analyze, then infer—with
evidence
CCSSRI3.2 summarize, main idea
CCSSRI3.7 integrate
Social Science
CCSSRI.3.1 Analyze, then infer—with
evidence
CCSSRI3.2 summarize, main idea
CCSSRI3.7 integrate
CCSSRI.3.4
Analyze word patterns
Infer from context
Writing
explanatory/informational
MATH
Practice Standard 1: analyze problem, then
solve it
Practice Standard 6: attend to precision
Second Quarter Center for Urban Education 2013
TOPIC AND BIG QUESTION:
Tell why you think the writer includes examples,
headings, and illustrations—what did the writer want
you to think was important as you read?
Use graphic organizer to show Answer the BIG
question with ideas and information from the text.
Then write your response.
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Third Grade:
Reading Literature
CCSSRL3.1 analyze, infer with
evidence
Second Quarter Learning Priorities Weeks 17-18
Week 17
Identify/Ask/Answer inferential questions
 Motive
 cause-effect
 predictions
 author’s purpose
 character’s traits
 character’s feelings
 Why the author includes specific details
Question
Answer
Week 18
Identify/Ask/Answer inferential questions
 Motive
 cause-effect
 predictions
 author’s purpose
 character’s traits
 character’s feelings
 why the author includes specific details
evidence
Question
Answer
evidence
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Most important supporting information
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Most important supporting information
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Most important supporting information
TOPIC and BIG Question:
Outline then write to support your response
Central Idea: _______________________________
Supporting Ideas
Most important supporting information
Fluency
Rate, comprehension,
expression, diction
This week’s read-aloud:
This week’s read-aloud:
Word Knowledge
Identify possessives in reading.
Identify/use compound words.
Write an explanatory/informational essay or report, emphasis
on focus, support – include only facts from texts.
Outline and write essay or report; emphasis on focus and
support and transitions
This week’s focus:
Math Journal
Short Response
This week’s focus:
Math Journal
Short Response
Science
CCSSRI.3.1Identify important
information
CCSSRI3.2 summarize/analyze
ideas
CCSSRI3.3—use structure of the
text to identify ideas and their
relationship to the central idea
Science
CCSSRI.3.1Identify important
information
CCSSRI3.2 summarize/analyze
ideas
CCSSRI3.3—use structure of the
text to identify ideas and their
relationship to the central idea
CCSSRI.3.4
Analyze word patterns
Infer from context
Writing
explanatory/informational
MATH
Practice Standard 1: analyze
problem, then solve it
Practice Standard 6: Work with
precision.
Second Quarter Center for Urban Education 2013
http://teacher.depaul.edu
5
Third Grade:
Reading Literature
CCSSRL.3.2
Summarize and infer theme
CCSSR3.5 and 3.6—analyze author’s choices
to communicate the theme
Science
CCSSRI3.5 and 3.6—author’s craft and
structure
How does a writer construct nonfiction?
How does a reader comprehend nonfiction?
Social Science
CCSSRI3.5 and 3.6—author’s craft and
structure
How does a writer construct nonfiction?
How does a reader comprehend nonfiction?
Fluency
Rate, comprehension, expression, diction
Second Quarter Learning Priorities Weeks 19-20
Week 19
Analyze how the writer communicates the theme of a
story.
Week 20
Analyze author’s choices.
Students analyze and write extended response.
Students exchange and improve each other’s
extended response.
How do you learn from nonfiction texts?
Demonstrate/explain with a nonfiction text.
 Important ideas
 Central Idea that they relate to
 The most important examples the writer includes
Analyze how the author communicated central and
supporting ideas.
How do you learn from nonfiction texts?
Demonstrate/explain with a nonfiction text.
 Important ideas
 Central Idea that they relate to
 The most important examples the writer includes
Analyze how the author communicated central and
supporting ideas.
This week’s read-aloud:
Make a report or booklet that tells/shows what you
have learned about one Topic and BIG Question:
why it is important to know. Use the strategies of a
nonfiction writer to organize your report.
Analyze the use of prefixes, suffixes, and compound
words in nonfiction/informational text .
Word Knowledge
CCSSRI.3.4
Analyze word patterns
Infer from context
Writing
explanatory/informational
MATH
Practice Standard 1: analyze problem, then
solve it
Practice Standard 2: Attend to precision
Make a report or booklet that tells/shows what you
have learned about one Topic and BIG Question:
why it is important to know. Use the strategies of a
nonfiction writer to organize your report.
Students explain how to read with
Comprehension
Expression
Appropriate rate
Give examples of words:
 contractions
 possessives
 compound
Edit and improve the essay or report from week
Students make writer’s guide: How to Write a Good
Explanatory/informational Essay or report
This week’s focus:
Comprehensive Assessment.
Math Journal
Short Response
Write a booklet about this quarter’s math learning.
Second Quarter Center for Urban Education 2013
http://teacher.depaul.edu
6