Grade 3 Reading Long-Term Planning
*Bolded Standards indicate power standards for the unit.
Unit#,Name,& KeyIdeasfortheUnit
AnchorTexts
Approximate
(matchwiththebends)
forreadaloud,sharedor
Dates
interactivereading
Unit1:
*MakingaReadingLife
TCReader’s
Readerswilllearnthatbeyond
StoneFoxbyJohn
Workshop
justreadingbooks,theywillbuild ReynoldsGardiner
Unit1:
purposefulreadinglives.
Buildinga
TheWallbyEveBunting
ReadingLife
*UnderstandingtheStory
Readerswillinternalizeimportant FlyAwayHomebyEve
readingcomprehensionskillssuch Bunting
5Weeks
asenvisioning,predicting,and
retelling.
*TacklingMoreChallengingTexts Readerswilldeepentheir
comprehensionskillsby
respondingwithresilienceand
fortitude.
CulminatingQuestions/WritingPrompts
(1pertext)
Reading&Writing
StandardsAddressed
StoneFoxQuestions:
*HowdoyouthinkGrandfatherisfeeling
onthedayoftherace?Whatinthetext
makesyouthinkthat?
*Whataresomewordsyouwoulduseto
describeStoneFox?Whydidyouchoose
thosewords?
*StoneFox’sactionsanddialoguedon’t
alwaysmatch.Namesomecluesthattell
youStoneFoxhassomeverydeep
feelingseventhoughhiswordsand
actionsdonotshowthem.
CCSS.ELA-Literacy.RL.3.1
Askandanswerquestions
todemonstrate
understandingofatext,
referringexplicitlytothe
textasthebasisforthe
answers.
CCSS.ELA-Literacy.RL.3.5
Refertopartsofstories,
whenwritingorspeaking
aboutatext.
·CCSS.ELA-Literacy.RL.3.6
Distinguishpointofview
CCSS.ELA-Literacy.RL.3.3
Describecharactertraits,
motivations,andfeelings.
CCSS.ELA-Literacy.RL.3.4
Determinethemeaningof
words
CCSS.ELA-Literacy.RL.3.7
Illustrationscontributeto
thestory.
*DoyouthinkSearchlightisintelligent?
Whyorwhynot?Pleaseprovide
examplesfromthetexttosupportyour
answer.
QuestionStemsforPictureBooks:
*Howdoyouthink_____isfeelingwhen
_______?Whatinthetextmakesyou
thinkthat?
*Whataresomewordsusedtodescribe
_________?Whydidyouchoosethose
words?
*Namesomeactioncluesthattellyou
_______hassomeverydeepfeelings?
Unit 2:
Reading to Learn
6 Weeks
*Determining Importance in
Expository Texts
Readers will distinguish between
reading fiction and expository texts,
and will learn to read these texts with
new purpose and approach. They will
identify main idea and supporting
details.
*Lifting the Level of Thinking
About Expository Texts
Readers will learn how to think, talk,
and respond to texts in regards to
their own point of view and the
author’s perspective.
*Synthesizing and Growing Ideas
in Narrative Nonfiction
Readers will learn that narrative nonfiction texts are organized around the
element of story. It focuses on
characters, traits, motivations, and
achievements.
Gorillas by Lori McManus
(Expository)
Frogs and Toads by Bobbie
Kalman
(Expository)
Cactus Hotel by Brenda
Guiberson and Megan
Lloyd
(Narrative)
Mistakes that Worked by
Charlotte Foltz Jones
(Expository)
Voting by Sarah De Capua
(Expository)
Wilma Unlimited by
Kathleen Krull
(Biography)
The Story of Ruby Bridges
By Robert Coles
(biography)
A Kid’s Guide to
Washington, DC
(Expository)
After previewing the text, what do you think
you will learn? What text features make you
think that?
What is this book mostly about? What key
details help support the main idea?
How did your ideas about the book change
after speaking with your partner?
What does ________mean? What strategies
did you use to find the unknown meaning of
the word?
How are the features of expository and
narrative texts similar and different?
· 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.3.5
Use text features and search
tools (e.g., key words,
sidebars, hyperlinks) to
locate information relevant to
a givn topic efficiently.
CCSS.ELA-Literacy.RI.3.4
Determine the meaning of
words
CCSS.ELA-Literacy.RI.3.6
Distinguish their own point
of view from that of the
author of a text.
CCSS.ELA-Literacy.RI.3.7
Use information gained from
illustrations and words to
demonstrate understanding of
the text
CCSS.ELA-Literacy.RI.3.9
Compare and contrast key
details presented in two texts
on the same topic.
CCSS.ELA-Literacy.RI.3.10
Read and comprehend
informational texts,
proficiently.
CCSS.ELA-Literacy.RI.3.9
Compare and contrast the
most important points and
key details presented in two
texts on the same topic.
·
Unit 3:
Character Studies
6 Weeks
*Getting to Know a Character as a
Friend
Readers learn about their characters
by paying attention to what they do
and say. They study these
observations to come up with an idea
about a character. They will learn
how to infer, synthesize, and predict.
Because of Winn Dixie by
Kate DiCamillo
*Following a Character Across a
Story
Readers will participate in book clubs
to study the series of hurdles that the
main character faces in order to
understand how a character can
change over the course of a book.
Peter’s Chair by Ezra Jack
Keats
*Comparing and Contrasting
Characters Across Books
Readers will study and compare sets
of texts in their book clubs that
feature similar characters, similar
circumstances, or books that explore a
similar message.
There’s a Boy in Girls’
Bathroom by Louis Sachar
Dyamonde Daniel by Nikki
Grimes
Fox by Margaret Wild
* How would you describe the characters
based on what they say, think, do, and feel?
Explain using details from the text to support
your answer.
*How did the main characters change from
the beginning to the end of the story?
*What theories do we have about our
characters based on evidence from the text?
*How does the character change from the
beginning to the end of the text. Please
provide evidence from the text to support your
answer.
* In chapter ___ the character _____. What
do you think the character was thinking and a
feeling during this scene? How is this similar
or different to how you would have reacted in
this same situation?
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.3.6
Distinguish their own point
of view from that of the
narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.4
Determine the meaning of
words
CCSS.ELA-Literacy.RL.3.5
Refer to different parts of a
text while writing or
speaking about a text. Also,
learn that each part of a text
builds on another.
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions.
CCSS.ELA-Literacy.RL.3.7
Illustrations contribute to the
story.
CCSS.ELA-Literacy.RL.3.10
Read and comprehend
literature.
Unit 4:
Research Clubs
*Researching a Topic
Readers will study their own animal.
They will use subtopics to organize
their research.
5 Weeks
*A Second Cycle of Research
Readers will study a second animal
with greater independence. They will
determine importance and figure out
the main idea and supporting details
of several texts around the same
topic.
Frogs Elizabeth Carney
Penguins by Bobbie Kalman
* When you summarize this text, what is the
main idea? What key details help support the
main idea?
The Life Cycle of a Frog by
Bobbie Kalman
*How does this part of the text fit with what
you read before?
The Life Cycle of an
Emperor Penguin by Bobbie
Kalman
*How can you combine important information
across texts you read on the same subtopic?
Unit 6:
Workshop Unit 5:
Mystery Book
Clubs
6 Weeks
Readers will read and mark up a
variety of short fiction texts in
preparation for partner conversations
and written responses.
Readers will read a variety of mystery
texts. They will meet in clubs to
discuss key mystery elements.
· CCSS.ELA-Literacy.RI.3.1
Ask and answer questions.
CCSS.ELA-Literacy.RI.3.9
Compare and contrast key
details presented in two texts
on the same topic.
The Penguin by Beatrice
Fontanel
*Synthesizing, Comparing, and
Contrasting
Readers will compare and contrast
their previously studied animals.
They will ask questions and form
theories about the similarities and
differences between animals. They
will apply their new found knowledge
to real world issues about animals.
Unit 5:
Close Reading of
Short Texts
· 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.3.7
Use information gained from
illustrations and words to
demonstrate understanding of
the text
Every Living Thing
by Cynthia Rylant
*What story elements do you need to pay
attention to while reading?
Hey World, Here I Am by
Jean Fritz
*How will your marked up text help guide
your partner conversations and written
responses?
From the Mixed-Up Files of
Mrs. Basil E. Frankweiler
by E.L. Konigsburg
*What key elements do you need to include in
a reader’s response?
*How can you build on others’ ideas?
*How do conversations within your group
help you grow your ideas?
*How does identifying the key elements of the
mystery books help you solve the mystery?
CCSS.ELALITERACY.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.ELALITERACY.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.
CCSS.ELA-
LITERACY.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.