Reading Strand Grade 3 Category Grade Specific Standards Grade Specific Standards Activity Ideas Literature Informational 7. Explain how specific aspects of a 7. Use information gained from • Students explain how Mark Teague’s Integration text’s illustrations contribute to illustrations (e.g., maps, illustrations contribute to what is of what is conveyed by the words in a photographs) and the words in a text conveyed in Cynthia Rylant’s Poppleton Knowledge story (e.g., create mood, emphasize to demonstrate understanding of the in Winter to create the mood and and Ideas aspects of a character or setting). text (e.g., where, when, why, and emphasize aspects of characters and how key events occur). setting in the story. [RL.3.7] 8. (Not applicable to literature) 8. Describe the logical connection Students describe how Joyce Milton between particular sentences and uses reasons and evidence in her book paragraphs in a text (e.g., Bats: Creatures of the Night to support comparison, cause/effect, the point that bats are nocturnal. first/second/third in a sequence). [RI.3.8] 9. Compare and contrast the 9. Compare and contrast the most themes, settings, and plots of important points and key stories written by the same author details presented in two texts on the about the same or similar characters same topic. (e.g., in books from a series). Range of 10. By the end of the year, read and 10. By the end of the year, read and Reading comprehend literature, including comprehend informational texts, and stories, dramas, and poetry, at the including history/social studies, Level of high end of the grades 2–3 text science, and technical texts, at the Complexity complexity band independently and high end of the grades 2–3 text proficiently. complexity band independently and proficiently. 11. Recognize and make connections in narratives, poetry, and drama to (Not applicable to informational text) Responding other texts, ideas, cultural to perspectives, personal events, and Literature situations. Self-select text based upon personal preferences.
Reading Strand Grade 3 Category Grade Specific Standards Literature Grade Specific Standards Informational Activity Ideas 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). 8. (Not applicable to literature) 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). 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic. • Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story. [RL.3.7] Students describe how Joyce Milton uses reasons and evidence in her book Bats: Creatures of the Night to support the point that bats are nocturnal. [RI.3.8] Range of Reading and Level of Complexity 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. 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. Responding to Literature 11. Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. Self-select text based upon personal preferences. (Not applicable to informational text)
54d33d865f151.docx