Quarter 2​
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Grade 3​
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ELA ​
Review Standards Taught in this Marking Period Literature Informational RL.3.1​
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 ​
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL 3.5​
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6​
Distinguish their own point of view from that of the narrator or those of the characters. 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.3.2​
Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4​
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.6​
Distinguish their own point of view from that of the author of a text. RI.3.7​
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). 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). Question Stems (Use these stems to prompt your child during and after their reading. These types of questions will promote their thinking while they’re reading and can be used while your child reads ANY text.) Literature Informational RL.3.1​
What does the author mean by: “(quote)”? Which of these examples tells us why​
___​
? Is there a better solution to the character’s problem? RI.3.2​
What is the message of this text ? Tell me what happened when (key detail) ? Which of these is a good summary sentence ? Which of the following quotes from the text supports the main idea? RL.3.4​
What does the word ​
___​
mean in this sentence? What strategies can you use to help you find the meaning of the word ​
___​
? In the quote “​
___​
,” does/did the character actually do that? (L​
iteral vs. nonliteral meaning) Write a sentence using the word “​
___​
” from the quote above. RI.3.6 Who is providing the information? Does this author’s point of view agree with ​
______​
? RL 3.5​
What happened first (second) ? What caused ​
_____​
to happen? If you changed ​
____​
section, how do you think the next event would be different? RI.3.7 ​
What does the map (photograph) mean? What does this map (photograph) tell you about where (key event) occurs? Based on the information in this illustration (map/photograph) which statement would be most likely true? On the quarterly:​
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Your child will take a “Quarterly” at the end of each marking period to assess the standards taught. ​
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There are two passages for students to read. One passage is nonfiction, and one passage is fiction. Students will answer 10 multiple choice questions. They will also be asked to write an extended response about one passage and a short response about the other. The following passages are similar examples for you to practice at home with your child. Below is a ​
sample nonfiction​
passage to practice with your child. Why do picky eaters say "yuck!" to different foods? By Scientific American, adapted by Newsela staff 1 Many children do not like eating some foods. Some do not like to eat vegetables because of the way they feel. Others do not like the taste of fish. They think it is smelly! 2 Scientists do not know much about picky eating. It is a problem for many parents. People used to think picky eaters were all the same. Now scientists say different children have different reasons for not liking some foods. If children do not want to eat something,maybe it is because of how they feel. Parents need to know which kind of picky eater their child is. It may help them to find ways to help picky eaters try new kinds of food. Let's See What They Like To Eat 3 Scientists decided to ​
study​
a large group of children. They were between 2 and 4 years old. Half of them were choosy about what they liked to eat. The other half were not picky at all. Parents fed their family special meals designed by the scientists. Then they watched how children acted around mealtimes. 4 Children who were not picky ate more. They did not have a problem eating different things. Picky children acted differently before and during meals. Some even refused to come to the table. Others looked like they were not quite sure about the food. A few children even acted like they were afraid of the food. It's Not Really About The Taste 5 We all eat in different ways. For some children, a food like broccoli tastes really bad. Another child might love eating vegetables. It is impossible to change that. There are always going to be foods some children just do not like eating. 6 Some children do not want to eat their food for other reasons. It may not be about how something tastes. It might be about something else. Some kids do not want their foods touching on the plate. A child may be angry because mealtime takes place at the same time she is playing a game. So she gets mad and refuses to eat. 7 Children might need to try a food 10 times before they like it. Sample/Practice Questions: (These questions are similar to what your child will be asked on the quarterly) RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 1. Which of the following quotes from the text ​
best​
supports the main idea? A. “Now scientists say different children have different reasons for not liking some foods.” B. “Children might need to try a food 10 times before they like it.” C. “We all eat in different ways.” D. “Others do not like the taste of fish.” RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. 2. “Scientists decided to ​
study​
a large group of children” What does the word ​
study​
most likely mean? A. To prepare for a test. B. Carefully observe for a purpose. C. A room devoted to reading or working. D. A person who learns or memorizes something. Sample Short Response Question (Answer in complete sentences.) 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. What are reasons why children might not eat certain foods? Provide evidence from the text to support your answer. Below is a sample ​
fiction​
passage to practice with your child. Sample/Practice Questions: RL.3.1 RL3.5 Sample Short Response Question (Answer in complete sentences.) RL.3.4 3. In paragraph 8, the author writes “Offshore, the logs came to life.” What does the author mean by this? Use evidence from the text to support your thinking. Answer Key Story 1 Story 2 1, A 2. B 1, A 2. C Short Response​
: Students must explain that children can be picky eaters for many different reasons and cite evidence from the text to support their response. (i.e. children might not eat something because they don’t like it, because of how they feel, because they are afraid of it, because of when meal-time is, because certain foods might be touching other foods, or they may need to try a food many times before they like it.) Short Response: Students must be able to determine literal from non-literal language and explain that the logs are actually the sea otters and the author is describing how they are moving in the water. Students must use evidence from the text to support their thinking.