Task Analysis Learning Activities/Assessments Resources question, answer, who, what, when, why, where, how, character, describe, story, beginning, middle, end, author, setting, plot, details, recall, sequence, events, context clues, selection/passage, evi

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Strand: Reading Literature Domain: Key Ideas and Details

Common Core Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Essential Vocabulary

Task Analysis Learning Activities/Assessments Resources

question, answer, who, what, when, why, where, how, character, describe, story, beginning, middle, end, author, setting, plot, details, recall, sequence, events, context clues, selection/passage, evidence, text, conflict/problem, resolution/solution, inference, evidence, explicit, refer, conclude

- Develop questions in their minds as they read

- Reference the text when responding to questions

- Synthesize information found in the text.

- Use the text to predict, visualize, infer, and draw conclusions in response to questions.

- Utilize background knowledge and

information from the text to answer questions.

- Create and answer higher level thinking questions.

- Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers.

- Teacher models generating questions on sticky notes during read aloud. Model basing answers on evidence within the text.

- Students write questions they have about a text on sticky notes as they read. Answers to questions can be discussed whole class or in small groups, based on evidence within the text.

- Students create questions from a passage/selection and exchange with a partner. Each student will locate/justify and discuss answers to questions basing answers on evidence within the text.

- school.noolp.org/wp.../Third-

Grade-Book-List-for-Core-Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

-http://www.isbe.net/common_core/ pdf/ela-teach-strat-read-lit-k-5.pdf

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Third Grade ELA

Common Core Standard: RL.3.2 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.

recount, retell, fables, folktale, message, lesson, moral, myths, supporting, details/key details, setting, characters, sequence, plot, explain, diversity, culture(s), convey/conveyed , evidence, supports, central message (main idea), summarize, themes of drama/poetry, mood, tone

- Recount/retell/or graphically represent key/supporting details from literary text ( fables, folktales, myths from diverse cultures, poetry, drama)

- Understand the elements of myths, fables, folktales, poetry, and drama.

- Reference the text to determine the central message, lesson, or moral of a text

- Identify key details in text that help convey the moral/lesson.

- Recount stories including fables, folktales, myths from diverse cultures, poetry, and drama.

- Using well-known stories (trickster tales, fables, folktales, myths, poems, dramas), teacher models the process of recounting a story (sequentially),

determining how key details support the central message, lesson, or moral.

- Students may use a graphic organizer to show key details supporting the central message, lesson, or moral in the story.

- Sequentially illustrate key details from the story writing a sentence describing each illustration to help determine central message, lesson, or moral.

- Students independently summarize a story in their own words using key details to identify the central message, lesson, or moral.

- school.noolp.org/wp.../Third- Grade-Book-List-for-Core-Standards.docx‎ (Google Search : Third Grade Book List for Core Standards) -http://teacher.scholastic.com/re ading/bestpractices/vocabulary/ pdf/sr_allgo.pdf (graphic organizers) - http://www.worldoftales.com/ (fables and folktales )

-http://www.isbe.net/common_c ore/pdf/ela-teach-strat-read-lit-k-5.pdf

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Common Core Standard: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how

their actions contribute to the sequence of events.

Essential Vocabulary Task Analysis Learning Activities/Assessments Resources

characters, describe, respond, events, main characters, secondary characters, challenges, sequence, problem, solution, conflict, resolution, traits, actions, reactions, interact, cause, effect, contribute/contributed, motivations,

plot

- Identify the characters (main and secondary), key ideas, and key events in a story.

- Be able to “track” characters or events in a story across pages.

- Describe or graphically represent characters (their thoughts, words, actions) and events in story or play, drawing on specific details from the text.

- Identify character actions (motivations ,feelings)

affecting/contributing to the story’s sequence of events (plot).

- Explain character reasoning behind actions and events (reaction).

- List and name the characters and their traits

- Describe characters in a story (their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

- Use graphic organizers to identify character actions, thoughts, and feelings to determine character traits

(stated/inferred).

- Identifying character motivation by using a T-chart to “track” what the character does and why the character does it (cause & effect, problem & solution), contributing to the sequence of events, .

- Prompt the students with a change of how a character reacts to a situation in a story and have them write a new ending to the story based on the character’s different reaction, noting the change in the

sequence of events. This could be a group activity with different reactions given to each group.

- “Hot Seat” – Students write questions that they would ask the character of a story. One student assumes the role of a character sitting in the “hot seat” and the other students ask questions to identify traits, motivations, or feelings.

- After reading a story, have students work with a partner to write at least 3

-school.noolp.org/wp .../Third-Grade- Book-List-for- Core-Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

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characteristics of each character in the book.

(foldable for

describing character of a story)

- “Hot Seat”

http://www.brighthubed ucation.com/middle- school-english- lessons/8522-guess- the-character-by- playing-hot-seat-to-

understand- character-motivation/

-http://www.isbe.net/ common_core/pdf/el a-teach-strat-read-lit-k-5.pdf

(Literature Standards Activities and

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Strand: Reading Literature Domain: Craft and Structure

Common Core Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing

literal from nonliteral language.

words, phrases, determine,

interpret, figurative meanings, figurative language, context clues, prefix/suffix, glossary,

literal, nonliteral, synonym/antonym, meaning, multiple meaning words, connotation, inference, literature

- Identify unknown words.

- Analyze words and phrases to determine their meaning using context clues.

- Reread sentences and other sentences and refer to non-linguistic images (illustrations) in the text (including poetry) to identify context clues.

- Formulate a meaning of general academic vocabulary using various strategies (appositives, contrasting statements, glossary, prefix/suffix,

- Students read poetry (ex. “Fireflies” by Paul Fleischman) using context to determine the meaning of words and phrases in poems, particularly focusing on identifying the use of non-literal language and discussing how it suggests meaning.

- Students highlight and discuss figurative language as it is encountered in text.

- Students illustrate the literal and non-literal meanings of figurative language. Students write a short paragraph to explain why it is important to know what the saying really means. (Ex. Amelia Bedelia series)

- Make a 4 section chart with headings:

Word/Phrase, What I Think It Means, Context Clue Meaning, and Definition from Dictionary. Have students work in partners or

independently to complete chart.

- school.noolp.org/wp.../Third- Grade-Book-List-for-Core-Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

-http://teachersites.schoolworld. com/webpages/dhernandez1/fil es/context%20clues%201.3.1.pd f (various vocabulary graphic organizers)

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context clues, etc.)

- Identify and classify examples of figurative language (hyperbole, idioms, proverbs, metaphors, similes, etc.) in a text.

- Understand the meaning of words in a text that are non-literal and explain that the words do not actually mean what they say. (Ex. I am starving to death)

- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language

- Make a bubble map with unknown word/phrase in the middle with bubbles surrounding that include illustration, sentence, definition, and synonym/antonym.

- Use a text to identify meanings of unknown words/phrases when the meaning is presented inside parenthesis or between commas.

-http://www.slideshare.net/JessL

eMere/context-clues-powerpoint (slide show for practice on identifying word meanings using context clues)

-http://www.isbe.net/common_c ore/pdf/ela-teach-strat-read-lit-k-5.pdf

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Common Core Standard: RL.3.5 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.

beginning, concluding, action, story structure, stanza, verse, central message, poem/poetry, section, point of view,

- Correctly identify a poem, drama, or story.

- Correctly identify the literary elements of each type of text using specific vocabulary.

- Use specific terms or vocabulary to describe each type of text and/or the parts of each type of text (chapter, stanza, and scene).

- Describe how the parts of each type of text are connected to other sections of that text and build upon one another.

- Refer to parts of stories, dramas, and poems when

- Put students in groups and give them a specific type of text. They must identify what type of text it is and write the characteristics that make it that type of text. (Ex. poem, drama, novel)

- Gather some cubes or building blocks to use as a visual

representation. Using a chapter book, use the building blocks to

-school.noolp.org/wp .../Third-Grade- Book-List-for-

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scene/act, plot, chapter,

prose, drama, cast of

characters, dialogue, stage directions

writing or speaking about a text using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

show how the author of the book builds meaning. At the end of each chapter, have students write on sticky notes what they believe is the main idea of the chapter. Place the sticky notes on the board and look to see how well the students comprehended the text, discussing as you read them aloud. After the class comes to consensus, write down the main idea of the chapter on another sticky note and place it on a block. Do this with each chapter (or reading session if you do not finish a chapter in one sitting) to show how events build upon each other. If, later in the book, the class realizes (with your guidance) that they have forgotten something important in a previous chapter, go back and revise the building blocks. This will teach the students that good readers

tailor/revise their

thinking-rethinking the importance of events and ideas-as they read. This may be used with poetry.

- Cut up a poem into separate stanzas. Give each student a stanza and have them work with others to put stanzas in order using their understanding of sequence (plot) and relationships between events in the poem (ex. cause & effect) showing how each line and stanza builds meaning to next. *Could be used with stories and dramas.

- Students complete a Chapter Grid graphic organizer where they generate a new title and write a

Standards)

-http://www.authorst ream.com/Presentati on/ttravis-58691- Elements-Poetry- Lines-Stanza-Rhyme- Scheme-Rhythm- Free-Verse-of-poe- Education-ppt-powerpoint/ (Slideshow

identifying elements of a poem)

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previous one.

Third Grade ELA

Common Core Standard: RL.3. 6 Distinguish their own point of view from that of the narrator or those of the characters.

point of view (narrator/charact ers),

characters, voice, author’s purpose, narrator, point of view

(personal), mood/tone, evidence, compare and

- Understand the difference between first person and third person narrative.

- Identify the author’s purpose for writing the text (persuade - opinion, inform - fact, entertain)

- Explain and evaluate point of view in general.

- Identify narrator’s/character’s point of view using text evidence to support their idea.

- Verbalize and justify reader’s

- Students make a chart showing one column for each main character and one for themselves stating the point of view for each and evidence from the text supporting that point of view. (Ex. “Turtle Bay”, “The Three Little Pigs” & “The True Story of the Three Little Pigs”)

- Allow students to go outside and find a rock. After reading/discussing the ants’ point of view in the story “Two Bad Ants”, ask them to write a story about a day in the life from the rock’s point of view.

- Students read a historical fictional text. They then

-school.noolp.org/wp.../ Third-Grade-Book- List-for-Core-Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

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contrast (point of view), first person, third person, fact, opinion

personal point of view, character’s point of view, and/or narrator’s point of view as compared to the topic/ theme of the text.

- Compare and contrast the point of view of the narrator or character from their own point of view.

- Distinguish their own point of view from that of the narrator or those of the characters.

discuss in a small group how their point of view compares to the person relating the story.

- Students read a story written in first person. They create a T chart with the main character’s name on one side and their name on the other. On the main character’s side they list three to five significant events in the story and the way the character responded to them. On the other side of the chart, they list their reactions to those same events. Students are evaluated by their ability to present their own point of view on the events of the story.

- Partners choose a slip of paper from bag of facts and opinions. They must identify if it is a fact or opinion and explain why using clue signal words as justification.

g/testprep/ela4/o/pointo fviewl.cfm (first person, third person info)

-http://exchange.smarttec h.com/details.html?id=f9 1ed818-6b53-42bb-b85f-1421f810ff35

(smartboard activity)

-http://www.isbe.net/com mon_core/pdf/ela-teach-strat-read-lit-k-5.pdf

(Literature Standards Activities and Resources)

Third Grade ELA

Strand: Reading Literature Domain: Integration of Knowledge and Ideas

Common Core Standard: RL.3.7 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).

character, setting, explain,

create/creative, specific, aspects,

- Explain how the content presented in both text and illustrations are connected.

- Explain how the text or illustrations

- Students explain how illustrations

contribute to what is conveyed in the text to create the mood and emphasize aspects of characters and setting in the story.

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.../Third-Grade-n, convey, communicate, emphasize, meaning, mood, theme

- Be able to discuss how an illustration contributes to the meaning of the text.

- Use both pictures and text to discuss the meaning of a story.

- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (ex. create mood, emphasize aspects of a character or setting).

illustrations with the students when reading aloud. Using their senses, ask students to visualize the setting and then draw it according to the description that has been given to them. After the students share their illustrations, reread the text aloud and show illustrations from the story. Have students turn-and-talk about how their illustrations compare to the illustrations from the story.

- Discuss the term “mood” with students and define a few of the moods which the students may have had in the past. As students read books in independent reading, ask them to keep track of the types of moods they see characters exhibiting in illustrations or note from evidence within the text. A tip to watch for is that most illustrators will show a highly emotional scene in their illustrations. Students might use a mood chart to reference in small groups or stations to discuss the types of moods their characters had during the story. Finally, ask students to tell what mood they felt the author was trying to convey to the reader when the story was complete. Discuss that this is the true meaning of the literary term “mood”.

- Select texts that convey a certain mood such as The Thirteen Clocks by James Thurber. Students choose the specific words or phrases in the text that appeal to the senses. Students then look for the ways the illustrator may have depicted those words.

- Using wordless Caldecott Award books, such as Tuesday by David Weisner, students tell the story conveyed with respect to mood, character, and setting. Discuss how they were able to tell these aspects using

Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

-http://www.studyzon e.org/testprep/ela4/a /illustrationsintextl.cf m (understanding importance of illustrations)

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illustrations.

Third Grade ELA

Strand: Reading Literature Domain: Integration of Knowledge and Ideas

Common Core Standard: RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author

about the same or similar characters (e.g., in books from a series).

compare/contrast, author,

character, themes, plot,

- Interpret literary text features (setting, plot, characters, themes) using text by the same author.

- Graphically compare and contrast themes, settings and plots using text by the same author.

- Choose two or more books from the same series and use a graphic organizer to

compare features such as

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lesson, connections

- Compare how the same or similar character(s) remains the same and changes in different stories by the same author.

- Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters. (in books from a series).

B. Jones, The Stories Julian Tells)

- Using a game mat like Twister, mark the columns at the top with the names of elements in a story such as settings, themes, characters, problem, solution, character traits, etc. On the side along the rows, list the names of books in a series or characters from a series that can be compared in the books. Invite students to throw a bean bag on the mat. When they land on a color, they must

compare or contrast the story and the element that align.

- Students read two or more books in a series by the same author. Next they make a poster diagramming the themes, settings, and plots of the multiple texts. They will show how the multiple books compare and contrast using the same or similar

characters.

Standards.docx‎ (Google Search : Third Grade Book List for Core Standards)

-http://www.isbe.net/com mon_core/pdf/ela-teach-strat-read-lit-k-5.pdf

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Third Grade ELA

Strand: Reading Literature Domain: Range of Reading and Level of Text Complexity

Common Core Standard: RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Refer to

vocabulary from RL.3.1 – 3.9

- Recognize genres in literature including stories, drama, and poetry.

- Choose to read a

Balanced Literacy supports the use of complex text through shared reading, read aloud, guided reading, and independent reading.

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time periods.

- Independently and proficiently read and comprehend high end 2-3 literature.