Snake River School District No. 52 Third Grade ELA Standards Breakdown and Resource Alignment

College and Career Readiness Standards-
Reading / CCSS
RL1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
RL1 – RL3
1. Read closelyto determine whatthe text saysexplicitlyand to make logical inferences from it; cite specific textual evidencewhen writingor speakingto support conclusions drawn from the text. / 1. Ask and answer questions todemonstrate understandingofatext, referringexplicitlyto thetext as the basisforthe answers. / Third grade students continue asking and answeringquestions to show they understand a text, and they are required to refer to the text to support their answers. The genre of myths is added at this level and students are asked to both retell and explain how key details communicate the message. They must be more specific in telling about characters concentrating on their traits, motivations, or feelings. The focus is on how characters influence plot development.
Use questions and prompts such as:
Who are the characters in this story?
What are the most important events that happened in the story? How do you know?
What lesson is this story teaching you? Where did the story take place? How do you know?
Can you tell me how the character is feeling is this part of the story?
Can you find the reasons why the character acted this way?
How does this character affect what happens in the beginning or at the end of the story? / Prior
 Who?
 What?
 Where?
 When?
 Why?
 How?
Explicit
 Summarize
 Refer / a.HM Theme 1-6
b. All oral literature
c. A.R. reading
2. Determinecentral ideas or themesofatext and analyzetheir development;summarizethe key supportingdetails and ideas. / 2. Recount stories, includingfables, folktales, and mythsfrom diverse cultures; determinethecentral message, lesson, ormoral and explain how itis conveyed through keydetails in the text. / Prior
 Central Message
 Details
 Moral/Lesson
Explicit
 Genre
CHARACTERISTICS OF:
 Fables
 Folktales
 Myths / (HM) Thm 1 wk2
Thm 2 wk 1
Thm 2 wk 2
Thm 2 wk 3
Thm 2 wk 4
Thm 2 Wrap up
Thm 2 Genre
Thm 3 wk2
Thm 5 Genre
Thm 5 Wrap up
Thm 1 wk 1
Thm 1 wk 3
Thm 1 Genre
Thm 3-6
3. Analyzehowand whyindividuals,events, and ideas developand interact over the courseof atext. / 3. Describecharacters in astory (e.g., theirtraits, motivations, or feelings) andexplain how their actions contributeto thesequenceof events. / Prior
 Characters
 Setting
 Plot
Explicit
 Character:
1) Motivations
2) Traits
3) Feelings
4) Actions
 Sequence of Events / HM Theme 1-6
All oral literature
A.R. reading
RL4-RL6
4.Interpret words and phrases as theyareusedin a text, includingdetermining technical, connotative,and figurative meanings,and analyzehow specific word choices shapemeaningor tone. / 4. Determinethe meaningofwords and phrases as theyareusedin atext, distinguishingliteral from nonliteral language. / Third grade students are required to tell the meaning of words and phrases in a text, noting the differences between literal and nonliteral language. They continue to build on story structure when writing or speaking by describing how various parts build on one another not only in stories, but in dramas and poems. At this level, students are required not only to establish the point of view but tell how their own point of view is different from the narrator’s or the characters.
Use questions and prompts such as:
What do you do when you come to words you do not know? (use context)
Why did the author choose this word?
Does this word have other meanings than the way the author used it?
Can you tell me what the parts of this story are called (chapters, stanzas, scenes) and how they are connected or organized (time order, topic)?
Think about what you read. Do you agree with the way the characters are thinking in this story? Do you agree with the way the narrator is thinking in this story? How is your thinking the same or different? / Prior
 Words
 Phrases
 Alliteration
 Rhymes
 Rhythm
Explicit
 Literal
 Non-Literal
 Idioms / Thm 1 wk 2
Thm 3 wk 1
Thm 1-6
All oral literature
Thm 1 wk 1
5. Analyzethe structureoftexts, includinghow specific sentences, paragraphs, and larger portions of thetext(e.g., asection, chapter, scene, or stanza)relateto each other and the whole. / 5. Refer to parts ofstories, dramas, and poems when writingor speakingabout a text, usingterms such as chapter, scene, and stanza; describehoweach successive part builds on earliersections. / Prior
 Beginning/Introduce
 Ending/Conclude
Explicit
 Chapter
 Scene
 Stanza
 Acts / Thm 1 Genre
HM Thm 1-6
All oral literature
6. Assess how pointof view orpurposeshapes the contentand styleofatext. / 6. Distinguishtheirownpointof view from that of thenarratororthose ofthe characters. / Prior
 Character
Explicit
 Narrator
 Point of view / (HM) Thm 2 wk 1
Thm 4wk
HM Thm 1-6
All oral literature
AR reading
RL7-RL9
7.Integrateand evaluatecontent presentedin diversemedia andformats, including visuallyand quantitatively,aswellas in words.1 / 7. Explain how specific aspects of atext’s illustrations contributetowhat is conveyed bythewords in astory(e.g., createmood, emphasizeaspects of a characteror setting). / Third grade students must integrate pictures and written text to better understand different aspects of a story such as the mood, setting, and the characters. Students are required to find similarities and differences in books with the same author and characters.
Use questions and prompts such as:
What do the illustrations tell you about the mood of this book? Can you find where the mood is described in the story? How do the pictures help you understand the description of the mood?
Look at these two books in the same series. What is the same about the setting in the two stories? What is different?
How did these specific characters solve the problem in different ways across this series of stories?
How are the problems these specific characters face similar across this series of stories? / Prior
 Illustrations
 Photos
Explicit
 Captions
8. Delineateand evaluatethe argumentand specificclaims in a text, includingthe validityof thereasoning as wellas the relevance and sufficiencyof the evidence. / 8. (Not applicable to literature)
9. Analyzehow two or moretexts addresssimilar themes ortopics in order to build knowledgeor to compare the approaches the authors take. / 9. Compare and contrastthe themes, settings, andplots of stories written bythe same author about thesame orsimilar characters(e.g., in booksfrom aseries). / Prior
Explicit
 Compare and Contrast / Thm 1 wk 1
Thm 1 wk 3
Thm 1 Genre
Thm 2 wk 1
Thm 2 wk 3
Thm 2 wk 4
Thm 2 Genre
Thm 3
Thm 4 wk 1
Thm 4 wk 2
Thm 5 Genre
Thm 6 wk 1-2
RL 10
10. Read and comprehend complexliteraryand informational texts independentlyand proficiently. / 10. Bythe end of theyear,readand comprehend literature, includingstories, dramas, and poetry, at thehighend ofthe grades 2–3 text complexityband independentlyand proficiently. / Third gradestudents are capableof readingand understandinga varietyof literature at thehigher endofgrades 2and 3 instructional readinglevel independently.
“TheReadingstandardsplace equal emphasis on thesophistication of what students read and the skill with which they read. Standard 10definesagrade-by-grade staircase‟ ofincreasingtext complexity that rises from beginning readingto the college andcareerreadiness level. Whatever theyarereading, students must also show asteadilygrowingabilityto discern morefrom and make fuller useof text includingmakinganincreasing numberof connections amongideasand between texts, consideringawider range oftextual evidence, andbecomingmore sensitive to inconsistencies, ambiguities, and poor reasoningin texts.”
“Students also acquirethehabits of readingindependentlyand closely,which areessential to their futuresuccess.”
Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. / Prior
Explicit / Thm 1 wk 3
Thm 1 Genre
Thm 2 wk 1
Thm 2 wk 3-4
Thm 2 Genre
Thm 3 wk 1
Thm 3 wk 3-4
Thm 4
Thm 5 wk 1-3
Thm 6
College and Career Readiness Standards-
Reading / CCSS
RI 1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
RI 1 – RI 3
1. Read closelyto determine what thetext saysexplicitlyand to makelogical inferences from it;citespecific textual evidencewhen writingorspeaking to support conclusions drawn from thetext. / 1. Ask and answer questions to
demonstrate understandingofatext, referringexplicitlyto thetext as thebasis forthe answers. / Third gradestudents are required to refer
tothetext to support their answers. Students must identifythemain idea and find the most important details that strengthen the main idea.At this level, students tellhow historical events, scientificideas or“how to”procedures are related in a text byanalyzingthe sequence of events and thecause and effect.
Usequestions and prompts such as:
Think about whatyouread and create yourown questions (beingsureto refer to thetext)about animportant idea.
What is the main ideaof this text?
Howdoyou know?
What arethe importantideas inthis text?Howdoyou know?
How arethe importantideas connected to themain idea?
Which step comes first?Afterthat? What happened first?What happened after that?
Canyou tell mehow theseideas are the same?Canyou tell mehow they
aredifferent? / Prior
 Who?
 What?
 Where?
 When?
 Why?
 How?
Explicit
 Summarize / Thm 1 wk 2
Thm 1 Genre
Thm 2 wk 1-2
Thm 2 wk 4
Thm 3-5
Thm 6 wk 1
2. Determinecentral ideas or themes ofa text and analyzetheirdevelopment; summarizethe keysupportingdetails and ideas. / 2. Determinethe main ideaof atext; recount thekeydetails and explain how theysupport the main idea. / Prior
 Main idea
 Key details
Explicit
 Expository Text / Thm 1 wk 1
Thm 1 wk 3
Thm 1 Genre
Thm 2 wk 1
Thm 2 wk 3-Genre
Thm 3
Thm 4 wk 1-2
Thm 5 Genre
Thm 6 Wk 1-2
3. Analyzehowand whyindividuals, events, and ideas developand interact over the courseofatext. / 3. Describethe relationship between a series of historicalevents, scientificideas or concepts, or steps in technical procedures in a text, usinglanguagethat pertains to time, sequence, and cause/effect. / Prior
 Beginning
 Middle
 End
 Cause/Effect
Explicit
 Sequence of events
 Informational Text
RI 4 – RI 6
4.Interpret words and phrases as theyareusedin a text, includingdetermining technical, connotative,and figurative meanings,and analyzehow specific word choices shapemeaningor tone. / 4. Determinethe meaningofwords and phrases as theyareusedin atext, distinguishingliteral from nonliteral language. / Third grade students continue to find the meanings of general vocabulary words specific to third grade topics or subjects. Students will continue to use the unique features and organization of informational text (text features and search tools) to find and manage information specific to the topic. Students in grade 3 must be able to compare their point of view with the author’s point of view.
Use questions and prompts such as:
What do you do when you come to words you do not know? (glossary, use context)
What features in the text help you find important information about what you are reading?
How do the key words help you as you read this text?
How do sidebars help you?
What does the author want the reader to understand about this topic?
Think about what the author is telling you in this text. Do you agree or disagree with the author’s thinking? / Prior
Explicit
5. Analyzethe structureoftexts, includinghow specific sentences, paragraphs, and larger portions of thetext(e.g., asection, chapter, scene, or stanza)relateto each other and the whole. / 5. Refer to parts ofstories, dramas, and poems when writingor speakingabout a text, usingterms such as chapter, scene, and stanza; describehoweach successive part builds on earliersections. / Prior
 Internet
 Links
 Graphs
 Diagrams
 Pictures
 Headings
Explicit
 Text Features
 Interactive elements
6. Assess how pointof view orpurposeshapes the contentand styleofatext. / 6. Distinguishtheirownpointof view from that of thenarratororthose ofthe characters. / Prior
 Author
 Text
Explicit
 Point of View / Thm 1 wk 1
Thm 1 wk 3
Thm 1 Genre
Thm 2 wk 1
Thm 2 wk 3-Genre
Thm 3
Thm 4 wk 1-2
Thm 5 Genre
Thm 6 wk 1-2
RI 7 – RI 9
7.Integrateand evaluatecontent presentedin diversemedia andformats, including visuallyand quantitatively,aswellas in words.1 / 7. Useinformationgained from
illustrations (e.g., maps,photographs) and the words in atext to demonstrate understandingof thetext (e.g., where, when, why, and how keyevents occur). / Third grade students must use various media (maps, diagrams, photos, audios) to understand specific information in the text. Third graders are required to make a clear link between sentences and paragraphs when reading informational text. At this level, students are asked to find similarities and differences about important details when reading about two texts that share the same topic.
Use questions and prompts such as:
How does the diagram/image help you understand what you are reading?
Read these two paragraphs. Can you tell how the ideas in the two
paragraphs are connected? (time order, comparison of events/ideas, cause/effect)
Can you find the part of the text that comes after this part? Can you find the next step/event/idea? What particular words or sentences help you know what comes next?
What is the same about the points presented in these two texts? What is different? / Prior
 Maps
 Illustrations
 Photographs
Explicit
 Text feature / Thm 2 wk 1
Thm 3 wk 1, 4
Thm 5 wk 3
8. Delineateand evaluatethe argumentand specificclaims in a text, includingthe validityof thereasoning as wellas the relevance and sufficiencyof the evidence. / 8. Describethelogical connection between particular sentences and paragraphsin a text (e.g.,comparison, cause/effect, first/second/third in a sequence). / Prior
 Text
 Compare/Contrast
 Cause/Effect
Explicit
 Sequence
9. Analyzehow two or moretexts addresssimilar themes ortopics in order to build knowledgeor to compare the approaches the authors take. / 9. Compare and contrastthe most important points and keydetails presented in two texts onthe same topic. / Prior
 Compare and Contrast
Explicit
 Elements / Thm 1
Thm 2 Genre
Thm 3
Thm 4 wk 3
Thm 5 wk 1, 3, Genre
Thm 6 wk 1-2
RI 10
10. Read and comprehend complexliteraryand informational texts independentlyand proficiently. / 10. Bythe end of theyear, readand comprehend informational texts, including history/social studies, science,and technical texts, at thehigh end ofthe grades 2–3 text complexityband independentlyand proficiently. / Students are required to read and
understand a wide range of informational texts, within the higher end of second to third grade text level efficiently, by the end of the year.
“The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”
“Students also acquire the habits of reading independently and closely, which are essential to their future success.”
Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.
Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. / Prior
Explicit
 Informational texts / Thm 1 wk 1 and Genre
College and Career Readiness Standards-
Reading / CCSS
FS 3-4 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
FS 3
3. Know and applygrade-level phonicsand word analysisskills in decoding words.
a. Identifyand know themeaningof the mostcommon prefixes and derivational suffixes.
b. Decodewords with commonLatin suffixes.
c. Decodemultisyllablewords.
d. Read grade-appropriateirregularly spelled words. / Students continuelearningspecific strategies for decodingwords in texts. Learningprefixes andsuffixes alongwith Latin suffixes enhances decoding, spelling ability, and vocabularydevelopment.
Usequestions and prompts such as: Does that sound right?
Does that look right?
Does that makesense?
Look at theend ofthe word and try that again.
Look for chunksyou know and say them.
Look at theword, does itlook like …? You said …does it look like …? / Prior
 Prefixes
 Suffixes
Decode
 Syllable
Explicit
 Affixes
 Suffixes
 Decode
 Open Syllable
 Closed Syllable
 Decode
 Final Stable Syllable
 Consonant le
 VCE (vowel/consonant)
 Consonant Cluster
 Irregular Spelling Words / Thm 1
Thm 2 wk 1, 2, 4, Genre
Thm 3 wk 1, 2, 4
Thm 4-6
FS 4
4. Read with sufficient accuracyandfluencyto support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level proseand poetry orallywith accuracy,appropriaterate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereadingas necessary. / Fluencyhelps the readerprocesslanguage formeaningandenjoyment. Fluent readers are able to focusattention on the meaningof thetext. Readers at this stage stillbenefit from opportunities to read texts multiple times at anindependent level.
Usequestions and prompts such as: Makeyour readingsound likethe charactersaretalking.
Go back andreread whenitdoesn’t sound or look likeyou think it should. / Prior
 Text
 Poetry
 Expression
 Self-correct
 Reread
Explicit
 Fluency
 Comprehension
 Purpose
 Inform
 Entertain
 Persuade
 Explain
 Connections
 Meter
 Rhythm
 Stanza
 Rhyme
 Line
 Prose
 Beat
 Fluency
 Comprehension
 Accuracy / Thm 1-6 expect Thm 5 Genre
College and Career Readiness Standards-
Writing / CCSS
W 1-10 / Unpacking / Essential Vocabulary / Materials / Resources
Alignment with textbooks, and any other resources available.
W 1 – W 3
1. Write arguments to support claims in ananalysisof substantive topics ortexts, usingvalid reasoning and relevant and sufficient evidence. / 1. Write opinion pieces on topics ortexts, supportingapointof view with reasons.
a. Introducethe topic or text theyare writingabout, statean opinion, and create an organizational structurethat listsreasons.
b. Provide reasons that support the opinion.