Bethany Community School
Reading Curriculum
Grade 3
Essential Questions:
Unit 1: Building a Reading Life
How can we make reading a big part of our lives?
What types of goals can we set as readers to build stamina?
Time Frame: September through October 11
Key Vocabulary: Synthesizing Interpretation Reflection Recount Literal Nonliteral Reading Logs “Just Right” Books Common Core State Standards
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales,
and myths from diverse cultures; determine
the central message, lesson, or moral and
explain how it is conveyed through key
details in the text.
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases
as they are used in a text, distinguishing
literal from nonliteral language.
CCSS.ELA-LITERACY.RF.3.3
How can we check that we are making sense of what we read and what strategies do we use to help us when
the text is confusing?
How can we use our conversations to understand our reading?
Mentor Texts:
Technology:
Stonefox by Gardner
Smartboard
Because of Winn Dixie
Teaching Points/Lesson Activity Description
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ReaderslearnthetransitionsofReader’sWorkshop(1day
lesson)
Readersuselogstocollectandanalyzedataontheirreadingto
helpbuildstaminaandchoosejustrightbooks.
Bend1
Readersbuild“readinglives”forourselves.
Readersrecognizethekindsofbooksthatareatourlevelthat
wecanreadwithaccuracyandcomprehend.
Readerspayattentiontothewordswearereadingtohelp
makeusthink.
Bend2
Readersrereadwhenthetextbecomesconfusing.
Readersreadatextlikeitsgoldbyopeningourheartstothe
stories.
Assessment
Initial Assessment:
Running record
Formative Assessments
Reading Conferences
Guided Reading
Teacher Observations
Review student work with
“stop and jot” and reading
responses.
Observing and noting
student responses to
teacher questions during
read aloud.
Written Constructed
Responses

Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to
support comprehension. 
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Readerslookfurtherinthetextandreadonforcluestohelp
findthemeaningofachallengingword.
Readersfindtheliteralandnonliteralmeaningsoffigurative
language.
Bend3
Readersusepartnerstorecommendbooks.
Readersusetheirpartnerstoexplainandrecounttheirtext.
READING UNIT OVERVIEW
READING
Grade 3
Essential Questions:
How can I grow ideas about characters as I read across the book in a series?
Unit: 2: Studying Characters Across Series in
Book Clubs
How can I support or refine my theories as I collect evidence?
How can my theories become more insightful as I think, read, and talk more?
Time Frame: October 15 through Thanksgiving
Mentor Texts:
Technology:
The dragon slayer’s academy
Smartboard
Key Vocabulary:
Amber Brown by Paula Danziger
Theories
Houndsley and Catina Series by James Howe
Synthesize
Pinky and Rex Series by James Howe
Predictions
Junie B. Jones Series
Original
Judy Moody
Cumulative
Ramona
Common Core State Standards
Teaching Points/Lesson Activity Description

CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and
plots of stories written by the same author about
the same or similar characters (e.g., in books from
a series)
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
Expectations of books clubs (i.e. Groups create reading goals within
the group, reading length, pacing within the series, how to share
ideas) 1 -2 days
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Bend 1
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Readers create theories about characters in the beginning of a
book series.
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Readers add to the skills they already know by thinking of details
Assessment
Initial Assessment:
Running record
Formative Assessments
Reading Conferences
Guided Reading
Teacher Observations
Review student work with
“stop and jot” and reading
responses.
Observing and noting
actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is
conveyed through key details in the text.
that help know the world of their series.

Readers find vocabulary words to describe character traits.

Readers think deeply about the way characters are dealing with
problems.

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.

Readers stop and ask themselves, Am I right? Does this word make
sense? When they come to a tricky word.
Readers think about how stories tend to go to help us think about
our characters.
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Bend 2
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When starting a second book in a series, readers ask themselves
what are the changes and similarities of these books?

Readers notice patterns about a character across books and makes
predictions about how a character may act.
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Readers use their knowledge about the previous books in the series
to predict how the next book may go.
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Readers use evidence to support their interpretations.
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Readers create ideas that are original about a character or a book.
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Readers compare the books in the series by noticing the craft of the
author.
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Readers find the lesson of a story by noticing repeated behaviors of
a character.
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Bend 3
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Learning is cumulative. Good readers remind themselves of the
skills they learned and use each one while reading.

Book club members notice the similarities and differences in
characters as well as in themes.
student responses to
teacher questions.
Goal setting
Rubrics
Students post it notes with
their ideas.
Individual and group
conversations
Written Constructed
Responses

Readers develop ideas that are true for the series we read and that
are true in our own lives.
Bethany Community School
Reading Curriculum
Grade 3
Unit 3: Nonfiction Reading: Reading to Get the
Text
Essential Questions:
How can I read expository nonfiction texts in such a way that I can determine what is most important?
How can I combine information and ideas?
Time Frame:Mid November to Mid December
Mentor Texts:
Technology:
Time for Kids
Smartboard
Key Vocabulary:
Insect bodies by Bobbie Kalman
“Sid the Science Kid” clips
Compare Contrast Summarizing Expository Glossary Index Table of contents Various nonfiction vocabulary Engages Main Idea Key Words Vigilant Insect (Mondo Animals) by Bettina Bird, John Short,
and Deborah Savin
Common Core State Standards
Teaching Points/Lesson Activity Description
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key
details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
I wonder why camels have humps and other
questions about animals by Anita Ganeri
Owl’s Nests
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Bend 1
Readers get excited to read by imagining what the book will teach
you.
Good readers read in a way that engages you and your readers.
Bend 2
Readers use a pencil as a tool to help pay attention to the main
ideas.
Nonfiction readers read to find the main ideas.
Assessment
FORMAL:
Running Records
INFORMAL:
Teacher Observation
Informal Conferences
comparison, cause/effect, first/second/third in a
sequence).
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CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to
support comprehension.
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CCSS.ELA-LITERACY.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.
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CCSS.ELA-LITERACY.RF.3.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
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CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
CCSS.ELA-LITERACY.SL.3.6
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Topic sentences summarize the content of a paragraph which
support the reader’s main idea.
Readers use their partners to explain their important information
they have found.
Readers look for key terms to figure out how a section as been set
up.
Readers notice vocabulary that is specific to the topic we are
reading.
Bend 3
Readers are vigilant and notice when the text has gone through a
transition.’
Readers pose and try to answer questions while reading nonfiction
books.
Good readers take notes and organize them in many ways, like
using boxes, bullets, timelines and more!
Informal Anecdotal Notes
Individual and Group
Discussions
Student Response to
Literature
Teacher Generated
Questions
Student writing responses,
including opinion pieces.
Student self assessment
with goals and reflections
based on rubrics.
Written Constructed
Responses
Speak in complete sentences when appropriate to
task and situation in order to provide requested
detail or clarification. (See grade 3 Language
standards 1 and 3 here for specific expectations.)
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain
how it is supported by key details; summarize the
text.
*Note that the fourth grade standards we are only
beginning this work.
UNIT OVERVIEW
Reading Curriculum
Grade 3
Unit: 4: Connecticut
Essential Questions:
How can I use all that I know about nonfiction reading, and about writing to learn, in order to research
the factors that shape life in CT from long ago?
Time Frame: Mid December- Mid January
How can I learn all about CT from long ago and the factors that affect life there?
Key Vocabulary:
How can I research about CT from long ago and create my own character of an imaginary person living
there?
Archaeologist
Mentor Texts:
Technology:
The Connecticut Adventure Textbook
Google maps
Council
Culture
Powwow
Sachem
Wampum
Weir
Charter
Congregation
Corrupt
Convent
Elect
Influence
Massacre
Point of View
Puritan
Representative
SMARTboard
Ritual
Common Core State Standards
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate
information relevant to a given topic
Teaching Points/Lesson Activity Description
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Readers try to understand one person who lived in CT long ago
very deeply and sort of walk around in that person’s shoes for
awhile.
Readers choose only what seems most important to jot down in
Assessment
Initial Assessment:
Running record
Formative Assessments
Reading Conferences
Guided Reading
your own words and to do it quickly, without full sentences.
efficiently.
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important
points and key details presented in two texts
on the same topic.
CCSS.ELA-LITERACY.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.

Readers become researchers and use different tools to help us
learn about the person we have become from our reading.
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Readers have a “yes, then attitude” by finding a significant detail
and then relate it to what we have already learned.
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Readers can learn a new term is by lifting the word from the text
and raise our writing and speaking to new heights by trying to use
more of the words that the author has used.
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Readers become the job captains of our own learning. We’ll use
everything we have learned about reading and research to read to
learn about CT from long ago and decide whose shoes to walk in.

Researchers think about what tools and resources were helpful to
us during other projects and we decide which ones can help them
work on our new project.
Teacher Observations
Review student work with
“stop and jot” and reading
responses.
Observing and noting
student responses to
teacher questions.
Goal setting
Rubrics
Students post it notes with
their ideas.
Individual and group
conversations
Written Constructed
Responses
Bethany Community School
Language Arts Curriculum
Grade 3
Essential Questions:
Unit 5: Mystery Book Clubs
How can we read mysteries?
How can we collect and interpret clues so that we solve the mystery before the crime-solver does?
Time Frame: Mid January to mid-February
How can we not only solve the mysteries, but also learn the life lessons as we do this?
How can I use my fiction reading skills to make smart predictions?
How can I categorize mysteries?
Key Vocabulary:
Red herring Evidence Suspects Alibis Pattern Motivation
How can I think more deeply about the larger messages?
Mentor Texts:
Technology:
Cam Jansen Series
Smartboard
Enclyopedia Brown
Infereneces
Common Core State Standards
Teaching Points/Lesson Activity Description
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.


CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of events

CCSS.ELA-LITERACY.RL.3.5
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Bend1
Whenreadersstartanewmysteryseries,wereadthetitle,
blurb,andbooktitles.Wethinkandaskourselves,“Whatwill
bethebigmysteryinthisbook?”
Mysteryreadersnoticedetailsthataresurprisingandoutof
place.
Readerslearnnoticehowcharacterscontributetothe
sequenceofeventsbynoticingtheirtraits,motivations,and
feelings.
Readersstepintotheshoesofthedetectiveandsearchfor
clues.
Assessment
FORMAL:
DRA
Running Records
INFORMAL:
Teacher Observation
Informal Conferences
Informal Anecdotal Notes
Individual and Group
Discussions
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.
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and
plots of stories written by the same author about
the same or similar characters (e.g., in books
from a series)
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Readersnoticethecraftoftheauthorandtheredherrings,
falseclues,thattheauthorhascreated.
Bend2
Whenmysteryreaderscometothesceneofthecrimeornew
charactersareintroducedwereadmoreslowlyandcarefullyto
understandthenewinformation.
Readersmakeinferencesaboutthecluestheyfind.
Readersthinkaboutallofthebooksintheirseries,byasking,
“Whatchangesacrossbooksandwhatstaysthesame?”
Readerslookcloselyatacharactersactionsandtheresultsto
findthelessonwecanlearnfromthecharacter.
Bend3
Anotherimportanttimetostopandpaycloseattentiontowhat
wearereadingiswhenacharacterishavingastrong
emotionalreactiontosomething.
Mysteryreadersusetheendingofthestorytohelpfindthelife
lessontheauthoristeachingus.
Student Response to
Literature
Teacher Generated
Questions
Student writing responses,
including opinion pieces.
Student self assessment
with goals and reflections
based on rubrics.
Written Constructed
Responses
Bethany Community School
Reading Curriculum
Grade 3
Unit 6: Biography Book Clubs
Essential Questions:
How can I use what I know about reading narratives to read biographies?
Time Frame: April to Mid May
How can I use what I know about characters to help read biographies?
How can I form theories about the subject of a biography?
Can I think about the person’s achievements, motivations, and resources to help overcome difficulties?
Key Vocabulary:
How can I apply what I know about reading narrative nonfiction to a broader array of texts?
Biography
Mentor Texts:
Technology:
Expository
Ruby Bridges by Robert Coles
Smartboard
Narrative
Who was Jackie Robinson? By Gail Herman
Precise Common Core State Standards
Teaching Points/Lesson Activity Description
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of events

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RI.4.1
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Bend 1
Readersdeciferthedifferencebetweennarrativenonfiction
andexpositorynonfiction.
Readersreadnarrativenonfictionandexpositoryfiction
differently.Wereadnarrativenonfictionlikeastoryand
expositorynonfictionlikeanewsanchor.
Biographyreadersstudythecharactersbyasking“Whatdoes
thistellmeabouthimorherasaperson?”
Powerfulreadersworkhardtofigureoutwhatatrickyword
meansbygettingamentalpictureinourmindaboutwhatis
goingoninthispartofthestory.
Biographyreaderspayspecialattentiontofactorsandevents
thattriggeracharacter’sdecisions.
Bend2
Assessment
FORMAL:
DRA
Running Records
INFORMAL:
Teacher Observation
Informal Conferences
Informal Anecdotal Notes
Individual and Group
Discussions
Student Response to
Literature
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
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Readersfindtheprecisewordthatbestdescribesaspecific
choiceacharactermadeinlife.
Wecanlearnlessonsfromnarrativenonfictionbecauseit
paintsthepictureofoneperson’slifetocommentontheworld
atlarge.
Readersthinkwhichfactsareimportantandwhicharenot
importantbythinkingaboutwhatmattersmostinthestory.
Readersstophalfwaythroughtheirbooksandfindthe
connectionsandtheoriesthataregrowingfromtheirnotes.
Bend3
Narrativenonfictiondoesn’talwayshaveamaincharacter.
Readersthinkaboutwhatthestoryisabouttofindthemain
presenceinthestory.
Readerscanfindbigideasinthestorybynoticingkeydetails
aboutthemainpresenceinthetext.
Authorswritestoriestogivereadersanidea.Areader’sgoalis
tomakemeaningoutofthetextsbytakingtheideaintheir
bookandmakingitbroadertofindthetheme.
Teacher Generated
Questions
Written Constructed
Response
UNIT OVERVIEW
Reading Curriculum
Grade 3
Essential Questions:
Unit: 7: Social Issues Book Clubs

How can my reading help me to look at issues that exist in the world through a variety of perspectives?

How doe we understand how a person’s point of view on an issue shapes what he or she thinks or
sees?

How can I read, looking at different texts, and notice the how the issues play out differently in different
texts and in different lives?

How can I read to see a character as not just one person, but a representation of a group of people or of
a problem?
Time Frame: Mid May - June
Key Vocabulary:
Social Issues
Perspectives
Lenses
Mentor Texts:

Fly Away Home, The Hundred Dresses by
Eleanor Estes

Battling Bullies by Laura D. Egodigwe

Each Kindness by Jacqueline Woodson

Amber Brown

Joey Pigza Swallowed a Key
Analyze
Solutions
Common Core State Standards
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
Technology:
SMARTboard
Teaching Points/Lesson Activity Description

Bend 1

Critical readers choose the lenses through which you wish to view
texts and life. Lenses allow you to see social issues as we thread
through books.
Assessment
Initial Assessment:
Running record
Formative Assessments
Reading Conferences
Guided Reading
Teacher Observations
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.

Reading for social issues can help us understand people in books,
movies, and your world.

Readers pay attention to crucial scenes in our books by marking
pages and consider how the issue is shown in these parts.

Readers notice how our characters react to the situations in these
scenes and figure out what that teaches you about the issues that
are present in the book.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the
sequence of events
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a
text; recount the key details and
explain how they support the
main idea.

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Bend 2

There are some issues that hide in texts that are a lot tougher to
analyze. Readers ask some tough questions of their texts.

Readers can and should challenge the texts that we are reading by
asking ourselves, “Am I okay with how this group is being
represented?” “Does this fit with what I have seen in the world?” “Is
there something the author wants me to know about being a
member of that group?” “Does this fit with my life?”

Talking about these issues we find can be a tricky business. It often
helps to keep an open mind and ask each other questions.

Readers look outside of our chapter books and into nonfiction to
help us deepen our understanding of the issues in our books. If you
have a full and accurate picture of the issues, we need to dip
outside the fiction, into real life information

Bend 3

Readers raise their so-so ideas into a higher level idea by using
thought prompts, like a ladder, helping you to climb to new thinking.

Book clubs become so invested in the social issues in which we
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most
important points and key details
presented in two texts on the
same topic.
There are multiple issues in any one book. There might be one or
two main issues, and a few smaller ones, but no book is only about
one issue. Readers know that issues travel in packs – much like
wolves.
Review student work with
“stop and jot” and reading
responses.
Observing and noting
student responses to
teacher questions.
Goal setting
Rubrics
Students post it notes with
their ideas.
Individual and group
conversations
Written Constructed
Responses
have lived that we are likely to find ourselves thinking of solutions to
the issues we discuss in book clubs.