All Lessons

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.

3(6)(H) Synthesize information to create new understanding.

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.

(Y3) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

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

3(6)(G) Evaluate details read to determine key ideas.

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.

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.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

(Y3) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3(6)(B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

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

3(9)(D)(iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2.B Develop the topic with facts, definitions, and details.

W.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2.D Provide a concluding statement or section.

3(12)(B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

3(12)(A) Compose literary texts, including personal narratives and poetry, using genre characteristics and craft.

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

3(11)(B)(i) Develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction and a conclusion.

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)

3(11)(C) Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)

2(11)(D)(ix) Edit drafts using standard English conventions, including capitalization of months, days of the week, and the salutation and conclusion of a letter.

2(11)(D)(x) Edit drafts using standard English conventions, including end punctuation, apostrophes in contractions, and commas with items in a series and in dates.

2(11)(D)(xi) Edit drafts using standard English conventions, including correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.

3(11)(D)(ix) Edit drafts using standard English conventions, including capitalization of official titles of people, holidays, and geographical names and places.

3(11)(D)(x) Edit drafts using standard English conventions, including punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series.

3(11)(D)(xi) Edit drafts using standard English conventions, including correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.