Third Grade ELA Strand: Reading Informational Text Domain: Key Ideas and Details

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Common Core Standard: RI.3.1 Ask and answer such 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, person of interest, topic, describe, beginning, middle, end, author, setting, plot, details, recall, sequence, events, context clues, selection/passage, evidence, text, conflict/problem, resolution/solution, inference, evidence, explicit, refer, main idea, information, statement, 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 model generating questions on sticky notes during read aloud.

- Students write questions they have about a text on sticky notes as they read. Sticky notes can be discussed whole class or in small groups.

- Students create questions from a passage/selection and exchange with a partner. Each student will find and highlight the answers and discuss.

- Students complete a graphic organizer answering who, what, when, where, why, and how questions.

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

- Scholastic News, Weekly

Reader, Time for Kids

- www.fccr.org (sample schedules, lessons, centers)

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Third Grade ELA

Strand: Reading Informational Text Domain: Key Ideas and Details

Common Core Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the

main idea.

main topic, multi-paragraph, focus, main idea/central message, key details, support, determine, recount, informational text,

summarizing, retell, explain, evidence

- Use strategies to locate and identify main idea (first sentence, last sentence or use details to formulate main idea) - List key ideas that

support the main ideas found in a text.

- Explain the relationship between a key detail and a main idea in a text. (Ex. This detail gives an example, has factual information, or provides a chart or illustration.)

- Determine the main idea of a text; recount the key details and explain how they

- Students identify the main ideas in a series of "coming-to-a-consensus" processes.Have students identify individually the three most important things (three main ideas) they learned from the text that they read. They should list them on a piece of paper.Pair students to share their most important information (main ideas) and come to a consensus about the three most important pieces of learning (main ideas), again listing them.Then have each pair join with another to form a group to discuss their findings and again come to a consensus about the three most important pieces of learning (main

idea).Finally, ask the groups to come together as a class, and have them exchange ideas and come to a class consensus of the three most important main ideas. As they do, list the class's main idea on the board.

- Groups of students read different passages. Next,

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defends how their key detail supports the main idea.

- Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A

Photobiography is supported by key details in the

text.

read-text-k-5.pdf

(Informational Text Standards activities and

resources)

Third Grade ELA

Strand: Reading Informational Text Domain: Key Ideas and Details

Common Core Standard: RI.3.3 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.

connected, series, historical

- Understand that informational text often provides

*May need to do preliminary work with cause and effect relationships and sequence.

- Create a timeline, flow chart, or a step-by-step

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events, scientific ideas/concep ts, technical procedures, steps, text, language, time, sequence, cause/effect , what happened, why, explain, describe, relationships

information in some type of sequence or steps.

- Know that there is a relationship between facts presented and the order of information presented in an informational text. - Explain how ideas, events, and steps are connected.

- Apply language that pertains to sequence, time, and cause/effect. - Identify words that signal relationships in informational text. - 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.

explanation of the events found in a text. Use the timeline to summarize what you have learned in sequential order.

- Identify cause and effect relationships in an informational text. (A graphic organizer can be used.)

- Students read Robert Coles’ retelling of a series of historical events in The Story of Ruby Bridges using their knowledge of how cause and effect gives order to events; they use specific language to describe the sequence of events that leads to Ruby desegregating her school.

- After reading a historical selection have students list three to five key events on separate note cards, referring to the text. A student can then rearrange the cards, exchange with a classmate who will organize the cards in sequential order, and then write a narrative summary using transition vocabulary such as first, next, then and finally. This could also be done with a science experiment.

- Students can record the steps from a procedure or other sequential event on separate cards. They then exchange with a different group who then decides the proper order. When called on, the group will stand and show their cards in sequential order. They will defend their reasoning for the order.

Third Grade Book List for Core Standards)

- Scholastic News, Weekly Reader, Time for Kids

- www.fccr.org (sample schedules, lessons, centers)

-http://teacher.scholastic.com/re ading/bestpractices/vocabulary/ pdf/sr_allgo.pdf (graphic organizers) -http://www.brainpopjr.com/rea dingandwriting/comprehension/ causeandeffect/grownups.weml (provides inactive activities for cause and effect)

- Why Mosquitos Buzz in People’s Ears

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Common Core Standard: RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area.

synonym, antonym relevant, search tools, context clues, resources, dictionary,

- Understand and formulate a meaning of general academic vocabulary (ex. combine, among, estimate)and domain specific words and phrases (ex. lava, gravity, ecosystem) using context clues, meaning that is presented inside parenthesis or between commas, text supports, etc.

- Make a four square grid with the vocabulary word and a picture, if it will assist students, in the upper left, definition or meaning in lower left, “what it makes me think of”…in the upper right and the opposite of the vocabulary term in the lower right. - Have student create a word web,

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glossary, index, prefix/suffix, root words, synonym, antonym, cause/effect

- Apply knowledge of language structures (root words and

suffixes/prefixes) to determine the meaning of academic and domain specific words used in all subjects.

- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

with a vocabulary word in the center, listing boxes around it with

categories such as: draw a picture, example, definition, what it is NOT, use in a sentence, words that mean about the same.

- List the two or three key terms from the text. Ask students to explain what each word means and where in the reading can they show this to be true. Students will justify their answers. - Sketch, Label, and Define – based on

the text that is being read, students draw a diagram including labels and definitions of domain specific content words and phrases.

-www.isbe.net/common_core/pl

s/level2/ppt/vocab-instruction.pptx‎ (copy and paste link into browser and download begin)

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Common Core Standard: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.

Text features (captions, bold print, headings, titles, italics, table of contents, subheadings, glossaries, indexes, electronic menus, icons), search tools, key facts, visual information, information, table, sidebar, hyperlink, diagram, map chronologically, comparison, cause/effect, problem/solution

- Identify and understand the purpose of text features and search tools used in informational text and apply that knowledge to the reading of informational text.

- Demonstrate a variety of

skills/approaches to successfully locate information in an informational text.

- Develop effective strategies for using search tools for researching information on a topic.

- Be able to differentiate between relevant information and unimportant details in an informational text.

- Develop basic keyboarding skills.

- Explain the importance of key words and information from the text when using search engines.

- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

- Text Feature Scavenger Hunt – Students use a teacher-generated list of text features to locate within a text, identifying pages where text features are located and their purpose. (See link under resources)

- Give students sticky notes. Have them mark in their text what text features are found on the page and how they are useful. Another option would be to list several features and have the students put the sticky note by the feature and explain how it would be helpful. - Given a topic, allow students to work in

pairs for a pre-determined amount of time to find information using the internet. Have them create a resource page on the topic, complete with websites and hyperlinks. Discuss with the students what they did to create their resource page using the internet.

- Remove the text from a science or social studies article, leaving only the text features, such as keywords, sidebars, pictures and captions. Have the students

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complete a quick draw with words and illustrations or briefly write a summary about the topic.

er%20Hunt.pdf

(Text Feature Scavenger Hunt)

-http://exchange.smartt ech.com/search.html?q =text+features

(smartboard activity downloads)

-http://www.isbe.net/

common_core/pdf/el

a-teach-strat-read-text-k-5.pdf

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Common Core Standard: RI.3. 6 Distinguish their own point of view from that of the author of a text.

Essential Vocabulary Task Analysis Learning Activities/Assessments Resources

distinguish, evidence, idea/theory, valid, information, fact & opinion, main purpose, explain, describe point of view, author’s point of view, author’s purpose (persuade, inform, entertain), compare/contrast (firsthand and secondhand account), problem/solution, conflict/resolution

- Effectively use the elements of an informational text (vocabulary, visuals, etc.) to identify the author’s point of view (who is “speaking”).

- Determine personal point of view after reviewing information from the text.

- Compare the author’s view point on a topic to their own point of view.

- Distinguish their own point of view from that of the author of a text.

- Reading Response Journals/Learning Logs - Students read a selection. Next they write about the main concepts, their opinions, connections, and how the concepts might be changed or used for further study. For example, students read a selected text. Then they label a three column chart with the following: main idea, student opinions, and author point of view. Students record thoughts in each column. As an extension, students could locate other texts that support his or her opinion.

- Take a story about a famous person that is told in third person. Have students rewrite the story from the point of view of a different character in the story. It could be another person, a significant animal or object. The student writer must

support and defend their choices with facts from the original story

- Four corners - Have students read an article about animals in a rodeo, zoo or some other controversial topic. Propose a statement that it is good for animals to be in a rodeo. Mark the 4 corners of the room, Strongly Agree, Somewhat

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Agree, Somewhat Disagree or Strongly Disagree. Have students go to the corner they feel aligns with their point of view. Discuss with the others in their group, and then present a brief argument defending their position to the class. Students can then go to their desks and write a brief defense of their positions. For example, provide the topic of school lunch to allow students to share their perspectives.

f/ela-teach-strat-read-text-k-5.pdf

(Informational Text Standards activities and

resources)

Third Grade ELA

Strand: Reading Informational Text Domain: Integration of Knowledge and Ideas

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Information, when, why, where, how determine, convey, map, map key/legend, chart, diagrams, photograph, gained, illustrations, demonstrate, event, key event, main idea, occur interpret, visual

- Understand that key information is found in graphics that accompany the text.

- Locate information on maps, legends, charts, tables, graphs, timelines, etc.)

- Correctly interpret the information presented in words and visually in an informational text.

- Describe the importance of pictures and diagrams, and how they relate to and support the text.

- Use informational text and illustrations to answer questions about where, when, why, and how events occur(ed).

- 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)

- Set up stations around the room with various types of informational text along with chart paper. Have

students go around with partners and read and determine how the

illustrations support the main idea/key details of the text. Have them write their responses on the chart paper and move to the next station.

- Students read a text that does not include illustrations and use information from the text to create their own illustration (ex. timeline, map, chart, drawing, table, graph, etc.)

- Give students informational text and have them illustrate events in order on a comic strip template. (Ex. stages of seed growth, events in history, etc.)

- Scholastic News, Weekly Reader, Time for Kids

-http://www.printablepaper.net/cat egory/comics (comic strip

templates)

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Third Grade ELA

Common Core Standard: RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence).

author, describing, reasons,

support, author’s points,

logical, connections, paragraphs, comparison, cause/effect, sequence, reasoning, evidence, text

- Understand that informational text is organized into a variety of predictable structures (sequence, cause and effect, comparison, problem/solution, descriptive, categorical, by subtopic, etc.)

- Identify and use informational text structures (sequence, cause & effect, comparison, problem/solution, descriptive, categorical) and signal words as a tool for making sense of the information presented.

- Identify facts and details that the

*May need to do preliminary work with compare and contrast, cause and effect relationships, and sequence.

- Summary Frames - Utilize samples of the following summary frames after

reading to assist students in looking at signal words from a selected text and

summarizing/connecting the information : *Definition/Description: A ___is a kind of____ that____.

* Sequence: First ______then________, and finally_______.

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more paragraphs.

- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

* Categorizing: _______is_______; for instance,________. _____ is another example.

-Cut apart three to five sentence strips with events from a historical event or steps to make or build an object. Challenge students to arrange the strips in the correct order. After they have selected the sequence, have them explain/defend the sequence.

-Select several short informational texts and arrange in stations around the room. Groups rotate through stations reading each

selection and identifying the text

organization that is represented. Students justify responses using signal words and evidence from within the selections.

- Cause & Effect Foldable – Give the students paper that has been folded in half. Using a text selection, students will illustrate any cause and effect relationship that is presented within the text. Students will also include a sentence using signal words to explain their illustrations.

-http://www.educationoasis.com/ curriculum/GO/sequence.htm (sequence graphic organizers)

-http://exchange.smarttech.com/ search.html?q=cause+and+effect +&subject=All+subjects&grade=A ll+grades&region=en_US (cause and effect smartboard activities)

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Third Grade ELA

Common Core Standard: RI.3.9 Compare and contrast the most important points and key details presented in two texts on

the same topic.

compare, contrast, key points, similar, alike, different, comparison, key details, supporting details

- Identify similarities and differences between main ideas and key supporting details found in two or more informational texts on the same topic.

- Compare and contrast possible themes or authors’ purposes in texts on the same topic.

- Be able to merge information found in two or more texts on the same topic.

*May need to do preliminary work with compare and contrast.

-Compare and Contrast Chart - Compare two texts. Students write how the overall main idea and key items are similar and then describe how each is different.

-Compare two biographies and use the guiding questions to find similarities and differences. Answers to questions can be posted on a t-chart to compare. Where are they from? How old are they? What is the gender and ethnic background of each? What are they known for? Do

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--Environmental Print Comparison - Allow students to bring in coupons or

advertisements for the same products such as pizzas. Decide on the key details or criteria students should focus on for the comparison for example, ingredient costs, delivery costs, dine in or carry out, pricing for a certain size pizza with same ingredients, and whether they have specials or coupons. This can be done with many different types of advertisements and then scaffold to texts.

-Concept Comparison -Students

compare two concepts presented in text such as wars in different time periods or inventions. Create a guiding list of questions to compare the key details of each such as who? what? where? when? why? how? When describing objects, consider properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location. -Students read two texts about the same event from different points of view. They then use a compare and contrast chart to record five or more details that are the same in both texts and at least five details that are different. -Students create a diagram of the key details from two texts on the same topic. In the diagram they indicate key

http://www.isbe.net/common_core/

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ideas in the center, and then along the sides address the details from each text. Students compare and contrast. -Students read two texts on the same topic, such as homework from the point of view of a student and a parent without knowledge about the authors. They then predict which was written by the student and the adult, defending their opinion with details from the texts. Students compare the two points of view.

Third Grade ELA

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

Common Core Standard: RI.3.10 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.

Reference vocabulary found on RI3.1-3.9

- Recognize text features and structures in informational text.

- Choose to read a variety of informational texts to locate information about diverse topics.

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

- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the

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

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