All Lessons

(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.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1.B Provide reasons that support the opinion.

W.3.1.D Provide a concluding statement or section.

SL.3.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

3(1)(C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

3(1)(D) Work collaboratively with others by following agreed-upon rules, norms, and protocols.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.