Roselle Public Schools
English Curriculum Units of Study Grade 3
Unit/Chapter Title: Unit 3 Meeting Challenges and Taking
Action
Unit Length: 8 weeks
Course/Grade: 3
Interdisciplinary Connection/s: Science, Technology
Unit Overview:
During the course of this unit, students will read various texts about different ways to meet challenges and how people can take action
to change the world around them. Students will read several nonfiction and fiction texts that will help them continue to practice
strategies such as Close reading, summarizing, asking and answering questions. In addition they will further explore author’s point of
view, theme, cause and effect, as well as compare and contrast. Students will continue to incorporate vocabulary strategies in reading.
In this unit they will focus on identifying root words as well as utilize prefixes and sentence clues to identify the meaning of words.
In writer’s workshop students will use the writing process and mentor texts to create opinion pieces; focusing on thesis statements,
reasons and transitional words or phrases. They will express their opinions while providing evidence from resources and examples
from their lives to support their reasons. At the end of the unit, students will be able to answer how different people and characters
faced their challenges and how they took action to create a better world.
NEW JERSEY STUDENT LEARNING STANDARDS FOR LANGUAGE ARTS (NJSLSA)
Anchor Standards
Key Ideas and Details
NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
Revised 2016
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Roselle Public Schools
English Curriculum Units of Study Grade 3
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.
NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as
needed.
Text Types & Purposes
NJSLSA. W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
NJSLSA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused
questions, demonstrating understanding of the subject under investigation.
NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing
NJSLSA.W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences
21st Century Life and Career Standards
9.2.4. A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
9.2.4. A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career
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English Curriculum Units of Study Grade 3
success.
CRP1 Act as a responsible and contributing citizen and employee.
CRP2 Apply appropriate academic and technical skills.
CRP4 Communicate clearly and effectively and with reason.
CRP6 Demonstrate creativity and innovation.
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11 Use technology to enhance productivity
Interdisciplinary Connection/s
Science:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.3.2.C.1 Organisms interact and are interdependent in various ways; for example, they provide food and shelter to one another.
5.3.2.C.2 A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.
5.3.2.C.3 Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.
5.3.4.E.1 Individuals of the same species may differ in their characteristics, and sometimes these differences give individuals an
advantage in surviving and reproducing in different environments.
Technology:
8.1 Educational Technology- All students will use digital tools to access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and communicate knowledge.
Essential Questions
1. How do readers use fiction and nonfiction strategies to
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Enduring Understandings
1. Good readers read across texts and genres and use
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English Curriculum Units of Study Grade 3
comprehend and make text matter to them?
2. How do good writers express themselves and their
opinions?
3. How can we meet different challenges and take action on
things that matter to us?
various reading strategies to comprehend and make
text relevant to them.
2. Good writers develop their ideas and opinions about a
topic by finding information in a text and using their
prior knowledge and experiences.
3. People take on various challenges and use what they
know to solve problems, and work towards something
that matters to them.
Student Learning Objectives /Progress Indicators
(What students should know and be able to do?)
READING
READING
What students should know?
What student should be able to do?
RL.3.1 Ask and answer questions, and make relevant connections
to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
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RI.3.1. Ask and answer questions, and make relevant connections
to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
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RL.3.2. Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message/theme,
lesson, or moral and explain how it is revealed through key details
in the text.
Revised 2016
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Make personal connections, make connections to other
texts, and/or make global connections when relevant
Refer to specific text to support answers and to craft
questions
Reread to clarify information from the text
Identify evidence in the text to support answers and to
create questions
Answer and ask both factual questions and inferential
questions
Analyze stories, including fables, folktales, and myths
from diverse cultures, noting key details
Determine central messages or theme
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English Curriculum Units of Study Grade 3
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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.
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RL.3.6. Distinguish their own point of view from that of the
narrator or those of the characters.
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RI.3.7. Use information gained from text features (e.g.,
illustrations, maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
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) to support specific points the
author makes in a text
WRITING
W.3.1. Write opinion pieces on topics or texts, supporting a point
of view with reasons.
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Determine important events, ideas or concepts from the
text
Identify words that signify time order, sequence, and
cause/effect
Explain how historical events, scientific ideas or “how to”
procedures are related in a text
Analyze the sequence of events and the cause and effect of
historical events
Use language that reflects the time order, sequence, and
cause/effect to explain the relationship of ideas
Establish the point of view of a text
Determine how the reader’s point of view is different
from the narrator’s or the characters
Compare and contrast the reader’s point of view with
the author’s point of view
Identify various text features (maps, diagrams, photos,
audios) to understand specific information in the text
Explain how the different text features aid understanding
Describe how ideas in a text are connected using language
referring to the organization of ideas (time order,
comparison, cause/effect, etc.)
Identify words that signify a relationship between ideas
WRITING
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Distinguish fact from opinion
Group supporting details to support the writer’s purpose
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English Curriculum Units of Study Grade 3
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.C. Use linking words and phrases
(e.g., because, therefore, since, for example) to connect opinion
and reasons.
W.3.1.D. Provide a conclusion.
W.3.5. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and
editing
W.3.7. Conduct short research projects that build knowledge
about a topic.
W.3.8. Recall information from experiences or gather information
from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
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Develop a research question, with assistance, that helps
bring focus to the topic
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Gather information from the text to support a topic
Locate information from print and digital sources
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Include information from personal experiences
Take notes and organize information into categories
provided by the teacher
Gather information from a variety of resources (words,
pictures, digital sources) and using their own background
knowledge to answer research questions and take notes
Select the information needed from each source
Connect new information learned online with offline
sources
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Revised 2016
Introduce the topic or text clearly
State an opinion to be supported with reasons
Create a thesis statement to focus the writing
Support the opinion with facts and/or reasons
Connect opinions with reasons using linking words and
phrases
Create a conclusion or concluding statement
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English Curriculum Units of Study Grade 3
W.3.10. Write routinely over extended time frames (time for
research, reflection, metacognition/self-correction and revision)
and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences
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Utilize graphic organizers, check sheets, lists of
appropriate websites, and rubrics to evaluate resources
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Revise and edit writing pieces
Confer about writing with peers and teacher
Reflect on and revise writing
Self-correct when writing to produce a clearer message
Publish numerous pieces of writing over various time
frames
Explain choices made while writing
SPEAKING AND LISTENTING
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SPEAKING AND LISTENTING
SL.3.1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 3 topics and texts, building on others' ideas and expressing
their own clearly.
SL.3.1.A. Explicitly draw on previously read text or material and
other information known about the topic to explore ideas under
discussion
SL.3.1.B. Follow agreed-upon norms 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)
SL.3.1.C. Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks
of others
SL.3.1.D. Explain their own ideas and understanding in light of
the discussion
Revised 2016
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Follow rules for collaborative discussion
Engage in conversations about grade-appropriate topics
and texts
Participate in a variety of rich, structured conversations
Actively engage as part of a whole class, in small groups,
and with a partner, sharing the roles of participant, leader,
and observer
Respond to each other during collaborative conversations
Develop skills in active listening and group discussion
Determine the main idea and supporting details of a text
read aloud or presented in multiple formats
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Roselle Public Schools
English Curriculum Units of Study Grade 3
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SL.3.2. Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL.3.3. Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
SL.3.6. Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
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Listen carefully to what a speaker says
Ask questions to clarify what was heard
Elaborate and provide details to build upon the speaker’s
response
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Use 3rd grade appropriate grammatically correct speech
Elaborate on a detail when necessary
Clarify ideas when necessary
LANGUAGE AND CONVENTIONS
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.
L.3.1.D. Form and use regular and irregular verbs.
L.3.1.I. Produce simple, compound, and complex sentences
L.3.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.3.2.E. Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words (e.g., sitting,
smiled, cries, happiness)
L.3.2.F. Use spelling patterns and generalizations (e.g., word
Revised 2016
Report on a topic or text, telling a story, or recounting an
event in an organized, logical manner
Use relevant facts and descriptive details that add to the
reporting of a topic or event
LANGUAGE AND CONVENTIONS
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Define and identify nouns, pronouns, verbs, adjectives,
and adverbs in sentences
Examine the purpose of nouns, pronouns, verbs,
adjectives, and adverbs in particular sentences
Identify regular and irregular verbs in reading and use
them when writing or speaking
Create simple sentences and use coordinating and
subordinating conjunctions when writing compound
sentences
Spell high frequency or studied words correctly
Spell conventional words correctly when adding a suffix
to base words
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English Curriculum Units of Study Grade 3
families, position-based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words
L.3.2.G. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings
L.3.5. Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
L.3.5.A. Distinguish the literal and nonliteral meanings of words
and phrases in context (e.g., take steps)
L.3.5.C. Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered)
L.3.6. Acquire and use accurately grade-appropriate
conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for
them).
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Identify spelling patterns and generalizations
Apply spelling patterns when writing words
Utilize reference materials to check and correct spelling,
when needed
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Identify literal and nonliteral words and phrases in texts
Differentiate the literal phrases from nonliteral phrases
Determine the slight difference in meaning in
synonymous words
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Use 3rd grade vocabulary fluently when discussing
academic or domain-specific topics
Choose the most accurate word when describing actions,
emotions, or states of being
Use spatial and temporal relationship words and phrases
VOCABULARY ACQUISTION AND USE
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VOCABULARY ACQUISTION AND USE
RI.3.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or
subject area.
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RL.3.4. Determine the meaning of words and phrases as they are
used in a text, distinguishing literal from nonliteral language
Revised 2016
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Demonstrate the ability to determine the meaning of
words and phrases as they are used in a text (e.g., literal,
nonliteral, academic, domain-specific)
Differentiate between literal and nonliteral language
Interpret the meanings of words and phrases by using
sentence context
Determine the meaning of words and phrases as they are
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English Curriculum Units of Study Grade 3
used in a text (e.g., literal, nonliteral, academic, domainspecific)
L.3.4. Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies. L.3.4.A.
Use sentence-level context as a clue to the meaning of a word or
phrase.
L.3.4.B. Determine the meaning of the new word formed when a
known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable,
care/careless, heat/preheat).
L.3.4.C. Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., company, companion).
L.3.4.D. Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of keywords
and phrases.
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FOUNDATIONAL SKILLS
Determine the meaning of commonly used prefixes and
suffixes
Separate a base word from the prefix or suffix
Use the definition of known prefixes and suffixes to
define new words
Identify root words in unknown words
Use known root words to aid in defining unknown
Use both print and digital glossaries and dictionaries to
define and clarify words
FOUNDATIONAL SKILLS
RF.3.3. Know and apply grade-level phonics and word analysis
skills in decoding words.
RF.3.3.A. Identify and know the meaning of the most common
prefixes and derivational suffixes
RF.3.3.C. Decode multisyllable words.
RF.3.3.D. Read grade-appropriate irregularly spelled words.
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Identify and define common prefixes and suffixes
Use strategies to read multi-syllable words
Read grade-appropriate irregularly spelled words
Use various strategies to understand text and read with
purpose
RF.3.4. Read with sufficient accuracy and fluency to support
comprehension.
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Accurately read grade-level poetry and prose aloud
Use an appropriate rate and expression when reading
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Roselle Public Schools
English Curriculum Units of Study Grade 3
RF.3.4.A. Read grade-level text with purpose and understanding.
RF.3.4.B. Read grade-level prose and poetry orally with
accuracy.
RF.3.4.C. Use an appropriate rate while reading aloud.
RF.3.4.D. Read with expression on successive readings.
RF.3.4.E. Use context to confirm or self-correct word recognition
and understanding.
Instructional Strategies
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Scaffolds for
Learning/Extensions
(How will students reach the
learning targets?)
(How will I differentiate?)
aloud
Use various strategies to support word recognition and
understanding
Reread texts when appropriate to support increased
accuracy, fluency, and comprehension
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and
materials will students
need?)
Reading
Scaffolds for Learning:
Formative Assessments:
Texts:
 Close Reading
 Read Aloud and Think
Aloud
 Active Reading/Listening
 Guided Reading
 Whole Group Instruction
 Small Group
 Literature Circles
 Learning Centers
 Gallery Walk
 Word wall
 Vocabulary Map
 Think, Pair, Share
 Turn and Talk
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Revised 2016
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Use a graphic organizers
(compare and contrast,
cause and effect, theme).
Listen to audio version of
the text
Small group instruction
Use approaching leveled
readers
Chunk texts as needed
Differentiated learning
centers
Extensions:
Group discussion
Exit Slips
Short constructed response
Quizzes
Self-evaluation
Conference
Anecdotal Notes
I-Ready Assessments
I-Ready Assessments
DRA2
Summative Assessments;
Reading Wonders
Reading/Writing Workshop
 Reading Wonders
Anthology
 Guided Reading books
Required Core Novel: Stone
Fox
Supplemental Mentor Texts
Websites:
www.readwritethink.org
https://newsela.com
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English Curriculum Units of Study Grade 3
 Graphic Organizers
(KWL Chart, Venn
Diagram, Two column
notes, character map, etc.)
 Technology infusion,
websites, on-line
newspapers, etc.
 Habits of a good reader
(making inferences,
visualizing, connecting,
questioning, synthesizing)
 Jigsaw
 Strategic Reading (knowing
when, why, and how to use
reading strategies)
 Modeling (Explicit reading
strategy instruction)
 Character Map
 Comprehension monitoring
 Cooperative learning or
peer tutoring
 R.A.C.E (Restate,
Answer, Cite, Extend)
 Question generating
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Writing
Scaffolds for Learning:
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Review exemplar writing
for each genre
Use of Mentor Texts
Stages of the Writing
Process
Revised 2016
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Create a part of a story in
someone else’s point of
view
Compare and contrast
stories with the same theme
Create higher order
thinking questions based on
the text read
Summarize text and discuss
with class
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Reading Wonders Weekly
Assessment (bi-weekly)
Project-Based Learning
Performance Tasks:
(See Appendix A)
Collaborative Discussion
Question:
(See Appendix B)
Summative Assessment:
(See Appendix C)
Reading List:
(See Appendix D)
www.timeforkids.com
www.theteachersguide.com
www.readworks.org
www.storylineonline.net
www.kahoot.it
www.nearpod.com
www.padlet.com
www.peardeck.com
www.brainpopjr.com
www.childrenslibrary.org
www.oxfordowl.co.uk
www.animoto.com
www.state.nj.us/education
www.parcc.pearson.com
Ancillary Materials
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Provide sentence
starters/sentence frames for
introductory or closing
paragraph
Resource textbooks by Gay
Su Pinnel/Irene C. Fountas
Project Based Learning
Resource book
Classroom library
Anchor Charts
Formative Assessments:
Texts:
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Respond to writing prompt
Peer editing
Conferencing
Writer’s checklist/rubric
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Reading Wonders
Reading/Writing Workshop
Reading Wonders
Anthology
Supplemental Mentor Texts
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English Curriculum Units of Study Grade 3
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Writing Mini-Lessons,
Peer Response Group
Guided Writing
Conferencing
Self-editing
Peer editing
Revising
Publishing
Use of reference writer’s
checklist
Edit sample essay
Graphic organizers
R.A.C.E. (Restate,
Answer, Cite, Extend)
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Provide students with
transition word charts
Use graphic organizers to
organize information for
essay
Use different colored
pens/highlighters to edit
work
Provide writer’s checklist
Extensions:
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Create an opinion essay
based on a topic of interest
Gather information on
writing topic from online
resources and utilize in
opinion piece
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Anecdotal Notes
Websites:
Performance Tasks:
(See Appendix A)
Collaborative Discussion
Question:
(See Appendix B)
Summative Assessment:
(See Appendix C)
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District Benchmark
Writing Assessment
Portfolios
www.oxfordowl.co.uk
www.funenglishgames.com/
writinggames.html.
www.edublogs.org
www.kidblog.org/home
www.kidsonthenet.org.uk/
create/links.htm
www.storyjumper.com
http://www.bbc.co.uk/
guides/z3c6tfr
www.animoto.com
www.padlet.com
www.peardeck.com
www.state.nj.us/education
www.parcc.pearson.com
Ancillary Materials
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Language :
Revised 2016
Scaffolds for Learning:
Formative Assessments:
Lucy Calkins – Units of
Study for Teaching Writing
3-5
 Graphic organizers
 Writer’s Checklist/rubrics
 Posters of sample writing
 Posters of writing process
 Anchor Charts
Texts:
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Highlight context clues to
Group discussion
Reading Wonders
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English Curriculum Units of Study Grade 3
Vocabulary
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Diagrams
Frayer Model
4-Square
Sample writings
Oral and written examples
Word wall
Peer Review
Conferencing
News Reporting
Journal writing
Conventions
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figure out the meaning
Use pictures to illustrate
vocabulary words
Find synonyms/antonyms
for each word
Connect words to previous
experiences or movements
Use different colored
highlighters to find parts of
speech
Extensions:
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Identify parts of speech in
complex sentences and use
that as model for their own
writing
Use thesaurus and
substitute simple words
with more complex words
 Exit slips
 Whiteboard response
 Anecdotal Notes
 I-Ready
Performance Tasks:
(See Appendix A)
Collaborative Discussion
Question:
(See Appendix B)
Summative Assessment:
(See Appendix C)
Student Writing Portfolio
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Reading/Writing Workshop
Reading Wonders
Anthology
Websites:
www.vocabulary.co.il/
www.quizlet.com
www.visuwords.com
www.kahoot.it
www.nearpod.com
www.padlet.com
www.peardeck.com
www.brainpopjr.com
www.animoto.com
www.state.nj.us/education
www.parcc.pearson.com
 Oral and written examples
 Word wall
 Daily practice of grammar,
verb usage, conventions
 Sample writings

Speaking and Listening
Scaffolds for Learning:
Formative Assessments:
Texts:
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Oral Debate
Multi-media presentations
Reader’s theatre
Active listening
Group discussion
Revised 2016

Use sentence frames for
discussion
Use graphic organizer to
show how students listen
District Benchmark Writing
Assessment
Ancillary Materials
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
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Group discussion
Whip around
Turn and Talk
Table response
Anecdotal Notes

Thesauruses
Dictionaries
Graphic organizers
Anchor Charts
Reading Wonders
Reading/Writing Workshop
Reading Wonders
Anthology
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
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and speak in front of an
audience
Speeches and lectures
Radio/ television programs
Role playing
Extensions:
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
Students present their work
orally and create discussion
questions based on their
work
Collaborative discussion
Debate the topic being
presented
Websites:
Performance Tasks:
(See Appendix A)
Collaborative Discussion
Question:
(See Appendix B)
Summative Assessment:
(See Appendix C)
www.teachingideas.co.uk/
subjects/speaking-and-listening
www.animoto.com
www.padlet.com
www.peardeck.com
www.state.nj.us/education
www.parcc.pearson.com
Ancillary Materials
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Active listening posters
Discussion rules/routines
Discussion questions poster
VOCABULARY WORDS AND KEY TERMS
Academic Vocabulary
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LAT (Literary Analysis
Task)
Adjective
Affix
Analyze
Antonym
Categorize
Cause & Effect
Compare & Contrast
Context Clues
Revised 2016
Content Vocabulary
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Genre
Illustrations
Linking Words/Phrases
Multisyllabic
Mythology
Noun
Plot
Point of View
Prefix
Quote
Refer to Weekly Wonders Vocabulary Words
Suggested additional words:
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Scattered
Fascinating
Empathetic
Raid
Rapidly
Conquered
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Concluding Statement
Decode
Details
Digital Source
Discussion
Elaborate
Evidence
Explanatory
Expression
Folktale
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Research
Restate
Revise
Root Word
Suffix
Summarize
Synonym
Theme
Visualize
Verb
Appendix A: Performance Task Assessments
Reading: RL3.1, RL3.2, RI3.1, RI3.2, RI3.8
Writing: W3.2, W3.7
Speaking & Listening: SL.3.1, SL.3.4, SL.3.6
Task 1: Read The Impossible Pet Show (pages 276-279) and The Talented Clementine (pages 300-317). Think and discuss the talents
of each of the characters, as well as talents you have and how you can help others using these talents.
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Create a list of talents and abilities that you have or would like to have.
Pick one of your talents or abilities and explain how this can help others.
Create a comic strip where you use your talent to help a member in the classroom or in your school.
Revised 2016
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English Curriculum Units of Study Grade 3
Task 2: Read The Winningest Woman of the Iditarod Dog Sled Race (pages 360-361) and Stone Fox. Think about all the aspects of
dog racing and what the person and dogs go through. Think and discuss what Stone Fox and Little Willy go through to prepare for the
race, as well as their reasons to want to win.
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Create a list of reasons why Stone Fox and Little Willy should win.
Pick one of the characters and create a thesis statement why this character should win the race.
Write an opinion essay stating at least three reasons why the character of your choice should win. Remember to create an
introductory and concluding paragraph as well as transition words or phrases and evidence from the text.
Literary Analysis Task (LAT):
Revised 2016
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Roselle Public Schools
English Curriculum Units of Study Grade 3
You have read Juanita and the Beanstalk (pages 334-337) and Clever Jack Take the Cake (pages 366-383). Look at the characters
from each of the fairy tales and analyze their traits. Compare and contrast at least two traits that the characters share. Use evidence
from each fairytale to support your response.
Grading: Refer to the PARCC RST/LAT Writing Rubrics
Appendix B:
Collaborative Discussion Questions
Review Group Discussion Protocol
Peer Feedback required during discussions
Reading: RL3.1, RL3.2, RL3.6, RI3.1, RI3.2, RI3.4, RI3.8
Writing: W3.7, W3.8, W3.10
Speaking & Listening: SL.3.1, SL.3.4, SL.3.6
Revised 2016
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English Curriculum Units of Study Grade 3
Discussion 1: Read The Real Story of Stone Soup (pages 278-295) and respond to the following questions using textual evidence.
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How can people make good choices?
How do the illustrations in this story help describe characters and show more to the reader?
How does the narrator’s point of view about the Chang brothers differ from your point of view about them?
Would you consider the Chang brothers to be clever? Why/Why not?
Discussion 2: Read First in Flight (pages 305-307) and respond to the following questions using textual evidence.
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How are people able to fly?
How did the Wright Brothers change the world?
Can you think of any other inventions that changed the way we live?
Why was it important for the Wright Brothers to keep experimenting?
Grading: Refer to the Collaborative Group Discussion Rubric below
4
3
2
1
Excellent
Good
Fair
Unsatisfactory
Uses appropriate facts and
many relevant, descriptive
details.
Uses many facts and descriptive
details, most of which are relevant
to the main idea or theme of the
presentation.
Uses some facts and descriptive
details, some of which are not
relevant to the main idea or theme
of the presentation.
Uses few facts and
descriptive details.
Speaks clearly and at an
understandable pace.
Speaks clearly for most of the
presentation.
At times speaker is unclear.
Speaks unclearly throughout
the presentation.
Speaks in complete
sentences.
Speaks mostly in complete
sentences throughout the
Mixes complete and incomplete
sentences.
Does not use complete
sentences.
Revised 2016
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English Curriculum Units of Study Grade 3
presentation.
Possible Higher Order Thinking Question Stems:
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Could this have happened in…?
How was this similar to…?
What are some of the problems of…?
What would happen if…?
How would you feel if…?
Audience Response Template
Speaker/s:
Topic:
Questions
Comments
Appendix C:
Summative Assessment
Unit 3 Summative Assessment
Title: Making a Better Planet
Subject: English Language Arts
Grade Level: 3
_____________________________________________________________________________________
Revised 2016
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English Curriculum Units of Study Grade 3
Instructional Focus
Reading: RI3.1, RI3.2, RI3.4, RI3.8
Writing: W3.7, W3.8, W3.10
Speaking & Listening: SL.3.1, SL3.2, SL.3.4, SL.3.6
Science: 5.3.2.C.1, 5.3.2.C.2, 5.3.2.C.3, 5.3.4.E.1
____________________________________________________________________________________
Student Learning: Students will be able to complete the following:
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Research a habitat of their choice
Research animals and plants that grow in that habitat
Create a report on their habitat and its characteristics
Create a poster or diorama describing their habitat and animals
Create an opinion essay on why the habitat of their choice needs to be protected
Create a presentation (poster board, google slides, video) to show their research about their habitat
_______________________________________________________________________________
Essential Question: How can we create better habitats for animals?
Introduction: The Earth has many different environments, varying in temperatures, moisture, light and many other factors. Each of
these habitats has distinct life forms living in it, forming communities of organisms that depend on each other. Habitats are not only
important for animals and plants that live there, but also for humans; however human activity and global warming are taking a toll on
these habitats.
Task: It is now your turn to take action and help save a habitat or a biome of your choice. You will research a habitat or biome of your
interest, as well as their features (location, weather, plant and animal life). You will then create an essay explaining why this habitat
Revised 2016
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English Curriculum Units of Study Grade 3
needs to be protected, as well as discuss how we can conserve this habitat. In addition, you will present your finding and share the
information with your class.
Steps/Process: (Teach the RESEARCH Process to the students (i.e. choosing a topic, gathering sources, evaluating sources,
notetaking, paraphrasing, citing sources using MLA Format, Plagiarism ).
Step 1: In partners or small groups, research a habitat of your choice and the animals and plants that grow in that habitat/biome.
(Deserts, Rainforests, Oceans, etc.)
Step 2: Create a report on your habitat and its features.
Habitat/Biome
Location
Weather
Plant Life
Animal Life
Endangered Species
Step 3: Create a poster or diorama describing your habitat/biome. Make sure to include samples of animal and plant life, as well as a
short description about your habitat.
Revised 2016
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Roselle Public Schools
English Curriculum Units of Study Grade 3
Step 4: Think about the reasons why this habitat needs to be protected and create an opinion essay based on your reasons. In addition
explain how people can help conserve this habitat or what would happen if this habitat no longer existed. Make sure to use evidence
from the resources you used to find your information.
Step 5: Present your research (poster board, google slides or video) and discuss ways that you can help this habitat.
Materials:
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Writing Journal/Notebook
Computers/chrome books
Box (if creating diorama)
Construction paper
Index cards

Text:
o Reading Wonders Reading/Writing Workshop
 Gray Wolf! Red Fox!
o Reading Wonders Anthology
 Amazing Wildlife of the Mojave
 Wildfires
Revised 2016
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o Habitat/Biome Book Suggestions
 Deserts by Gail Gibbons
 The Magic School Bus Gets All Dried Up
 The Serengeti Migration: Africa’s Animals on the Move by Lisa Lindblad
 Cheetah by Taylor Morrison
 Grassland by April Pulley Sayre
 The Temperate Forest by Lorenzo Fornasari
 Vanishing Forests by Helen J. Challand
 Penguins by Gallimard Jeunesse and Rene Mettler
o
o
o
o
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Opinion: Saving Our Planet Together https://newsela.com/articles/kquinn-climateoped/id/16236/
Do Swimmers Bother Dolphins? https://newsela.com/articles/dolphins-swimming/id/15904/
Man-made Wetlands to Help Birds https://newsela.com/articles/popup-wetland/id/5259/
Many Types of Frogs Have Died Out https://newsela.com/articles/frog-extinction/id/12364/
Websites
o https://newsela.com/ (NEWSELA)
o http://www.skyenimals.com/browse_habitat.cgi (Habitats)
o http://kids.nationalgeographic.com/ (National Geographic Kids)
o http://www.cheetahspot.com/ (Grasslands)
o http://www.pbs.org/edens/manu/index.htm (Tropical Rainforests)
o http://www.desertusa.com/animals.html (Desert)
o http://octopus.gma.org/surfing/antarctica/penguin.html (Polar Ice)
o
Rubric:
4
Revised 2016
3
2
1
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English Curriculum Units of Study Grade 3
Excellent
Good
Fair
Unsatisfactory
Uses appropriate facts and
many relevant, descriptive
details.
Uses many facts and descriptive
details, most of which are relevant
to the main idea or theme of the
presentation.
Uses some facts and descriptive
details, some of which are not
relevant to the main idea or theme
of the presentation.
Uses few facts and
descriptive details.
Information is presented in an
organized and logical
sequence.
Most of the information is
presented in an organized manner.
Not all the information is presented The information presented is
in an organized manner.
not organized.
Speaks in complete sentences.
Speaks mostly in complete
sentences throughout the
presentation.
Mixes complete and incomplete
sentences.
Does not use complete
sentences.
Presentation is free or almost
free of errors
Presentation has minor errors that
do not confuse the reader
Presentation makes errors that
confuse the reader
Presentation makes many
serious errors
Presentation is easy to read,
neat, and consistently
formatted
Presentation is mostly easy to read Presentation is not always easy to
and mostly consistent
read
Presentation is difficult to
read because of poor format
or handwriting
Appendix D: Reading List
Title
Reading Wonders Reading/Writing Workshop
 Nail Soup
Revised 2016
Genre
Folktale
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English Curriculum Units of Study Grade 3
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The Impossible Pet Shop
Gray Wolf! Red Fox!
Firsts in Flight
Ginger’s Fingers/The Giant/Captain’s Log
Juanita and the Beanstalk
The New Hoop
Rescue Dogs Save the Day
Reading Wonders Anthology
 The Real Story of Stone Soup
 The Talented Clementine
 Amazing Wildlife of the Mojave
 Bellerophon and Pegasus
 The Winningest Woman of the Iditarod Dog Sled
Race
 Clever Jack Takes the Cake
 Wildfires
 Windy Gale and the Great Hurricane
Suggested Mentor Texts
 Rainforest (Biomes of the World) by Edward R.
Ricciuti
 Antarctica (Enchantment of the World) by Henry
Billings
 What’s a Penguin Doing in a Place like This? By
Miriam Schlein
 A Fine, Fine School by Sharon Creech
 The Best Town in the World by Byrd Baylor
Revised 2016
Realistic Fiction
Expository
Expository
Poetry
Fairy Tale
Realistic Fiction
Expository
Folktale
Realistic Fiction
Expository
Myth
Poetry
Fairy Tale
Expository
Tall Tale
Expository
Expository
Expository
Realistic Fiction
Realistic Fiction
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English Curriculum Units of Study Grade 3

Revised 2016
I Wanna Iguana by Karen Kaufman Orloff
Fiction
Page 27