3rd: Q2
Topic Proficiency Scale
Domain: Literary Analysis
Topic: Informative
4.0 I know all of the Simple and Complex Learning Goals and my understanding goes beyond the grade level
target.
COMPLEX
3.0 I know all of the Simple and Complex Learning Goals.
C1: Locate text features and use information from visuals to understand a text (e.g., key words, sidebars,
hyperlinks, maps, photographs, diagrams). (RI.3.5, RI.3.7)
C2: Understand the relationship between a series of historical events, scientific ideas or concepts and
explain how an author supports particular points (author’s purpose) in a text. (e.g., time/chronological,
sequence, comparison, cause/effect,). (RI.3.3, RI.3.8)
C3: Compare and contrast the most important points and key details when reading two texts on the same
topic. (RI.3.9)
C4: Draft an informative text based on mentor text and or media. (W.3.2, W.3.7, W.3.8)
• Introduce the topic
• Group information together
• Include illustrations when useful
• Develop topic with facts, definitions, and details through research
• Use linking words and phrases to connect ideas
• Provide a concluding statement
2.5 I know all of the Simple Learning Goals plus some of the Complex Learning Goals.
SIMPLE
2.0 I know all of the Simple Learning Goals.
S1: Recognize the organization features of informative text.
S2: Identify time/chronological, sequence, comparison, cause/effect text.
S3: Use a note-taking strategy to record information while researching (e.g., media, mentor texts and
independent research).
Academic Vocabulary:
V1: informative
V2: text feature
1.5 I know all but one of the Simple Learning Goals.
1.0 I know some of the Simple Learning Goals.
0.5 I know only one of the Simple Learning Goals.
0.0 No evidence of knowing the Learning Goals.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Topic Proficiency Scale
Domain: Literary Analysis
Topic: Informative
Teacher Notes: Introduction to language concepts (editing and publishing) from Quarter 4 in
Quarter 1 and will continue through Quarter 4. These will be assessed and reported out in Quarter 4.
RI.3.3 Describe the relationship
between a series of historical events,
scientific ideas or concept, or steps in
a technical procedure in a text, using
language that pertains to time,
sequence, and cause/effect.
RI.3.5 Use text features and search
tools (e.g., key words, sidebars,
hyperlinks) to locate information
relevant to a given topic efficiently.
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 Explain how author uses
reasons and evidence to support
particular points in a text.
RI.3.9 Compare and contrast the
most important points and key details
presented in two texts on the same
topic.
W.3.2: Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly.
a. Introduce a topic and group
related information together;
include illustrations when useful to
aiding comprehension.
b. Develop the topic with facts,
definitions, and details.
c. Use linking words and phrases
(e.g., also, another, and, more, but) to
connect ideas within categories of
information.
d. Provide a concluding statement or
section.
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 snd digital sources; take
brief notes on sources and sort
evidence into provided categories.
4.0 I know all of the Simple and Complex Learning Goals and my
understanding goes beyond the grade level target.
COMPLEX
3.0 I know all of the Simple and Complex Learning Goals.
Locate text features and use information from visuals to understand a text
(e.g., key words, sidebars, hyperlinks, maps, photographs, diagrams). (RI.
3.5, RI.3.7)
Understand the relationship between a series of historical events, scientific
ideas or concepts and explain how an author supports particular points
(author’s purpose) in a text. (e.g., time/chronological, sequence,
comparison, cause/effect,). (RI.3.3, RI.3.8)
Compare and contrast the most important points and key details when
reading two texts on the same topic. (RI.3.9)
Draft an informative text based on mentor text and or media. (W.3.2, W.
3.7, W.3.8)
• Introduce the topic
• Group information together
• Include illustrations when useful
• Develop topic with facts, definitions, and details through research
• Use linking words and phrases to connect ideas
• Provide a concluding statement
2.5 I know all of the Simple Learning Goals plus some of the Complex
Learning Goals.
SIMPLE
2.0 I know all of the Simple Learning Goals.
Recognize the organization features of informative text.
Identify time/chronological, sequence, comparison, cause/effect text.
Use a note-taking strategy to record information while researching (e.g.,
media, mentor texts and independent research).
Academic Vocabulary:
informative
text feature
1.5 I know all but one of the Simple Learning Goals.
1.0 I know some of the Simple Learning Goals.
0.5 I know only one of the Simple Learning Goals.
0.0 No evidence of knowing the Learning Goals.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Topic Proficiency Scale
Domain: Literary Analysis
Topic: Informative
COMPLEX
Use text features and information from visuals
to understand a text (e.g., key words, sidebars,
hyperlinks, maps, photographs, illustrations,
diagrams). (RI.3.5, RI.3.7)
Mastery of Learning Goals:
Students will be able to demonstrate use of
information from text features and search tools to
locate relevant information (e.g., key words, sidebars,
hyperlinks, maps, photographs, illustrations and
diagrams)
Students will be able to demonstrate use of
information gained from illustrations (e.g., maps,
photographs) and words in a text to show
understanding of the text (e.g., where, when, why, and
how key events occur).
Questions Stems: (RI.3.5)
What can you do if you don’t understand?
How is the information organized?
Can you locate key words?
Where can you locate ______?
Which information would you find more relevant?
If you were using the computer to search for your topics, which words would you use to start your search?
Questions Stems: (RI.3.7)
What is this text about?
What can you do if you don’t understand?
What information can you obtain from the map?
Can you tell me what the “key/legend” of the map conveys?
Looking at the illustration, how does it relate to the text? Why is this important to help you understand?
Where and when did the event take place?
Why and how did the event occur?
Why is the map key or legend important?
When did the event occur?
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Text Sample from: National Wildlife Federation: Adorable Dormice Article
Dormice
by Hannah Schardt
When is a mouse not a mouse at all? When it's a dormouse! Despite its name and mousey looks, this cute
little rodent is in a class all its own. With its furry tail and tree-loving ways, a dormouse is actually more like a
squirrel than a mouse.
There are 29 different species of dormice. Most of them live in Europe, though some are found in Asia and
Africa. The cute little creatures on the pages above are garden dormice that live in Germany. It's easy to tell
them from other dormice: They have big ears, black eye markings, and white tassels on the tips of their tails.
All dormice are built for life in the trees. They have powerful feet with sharp claws—great for scurrying up
into a tree. Good thing, too: Trees are where dormice find much of their food, make their nests, and hide
from predators such as owls.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
NEST IS BEST
Late spring is family time for garden dormice. That's when moms have their babies—usually three to eight of
them each. The babies are born hairless and weak (above left). Their eyes don't even open until they are
more than two weeks old! For the first month and a half, they stick close to their moms and to each other.
The baby dormice at top right snuggle together for warmth. They spend most of their time sleeping,
nursing, and growing. A fully grown garden dormouse is about the size of a chipmunk. In the wild, a
dormouse can live up to five years—a pretty long life for a rodent.
THREATS TO SURVIVAL
Of course, some dormice don't live that long. That's because they make tasty little meals for owls and other
predators. But predators aren't their biggest threat. Many different kinds of dormice are losing their forest
homes as people build more houses and businesses. In the last 30 years, garden dormice have vanished from
half of the places they used to live. That's why people are working to save as many dormice as they can.
BRINGING UP BABIES
"Open wide, little one!" Forest ranger Klaus Echle was studying a forest in his country, Germany, when he
found six baby garden dormice. Their mother had died. Klaus rescued the helpless babies and raised them by
hand. He and his wife fed the babies kitten formula with an eyedropper. After several weeks, the babies were
big and strong enough to be released into the wild. But by then, Klaus was hooked: He continued studying
and photographing dormice—including the ones in this article.
Remember: If you see a wild animal that seems to need help, ask an adult to contact a wildlife rescue group.
Don't try to save it on your own!
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
YUM. . .SPIDERS!
For a dormouse, a dark woodpile is like an all-you-can-eat buffet. That's because it's a great place to find bugs
and such. And if you're a dormouse, that's a good thing. Dormice eat spiders, beetles, and other creepycrawlies. Of course, this dormouse (center photo) may just be looking for a safe place to hide—so it doesn't
become someone else's meal!
Creepy-crawlies aren't all dormice eat. They also snack on berries, fruits, and nuts such as the beech nuts
above left. In the summer, dormice gorge on these goodies. They need to fatten up—sometimes doubling
their weight—for the long winter sleep ahead.
TIME FOR A NAP
Dormice are nocturnal. That means they hunt at night and usually snooze the day away. And sleeping is one
of the things dormice do best. In the book Alice's Adventures in Wonderland, the dormouse sleeps so deeply—
and so often—that the Mad Hatter uses him as a cushion!
The sacked-out-dormouse (in the circle above) looks pretty cushion-like, too. Curled into a tight ball, it is in
a long, deep sleep called hibernation. Garden dormice usually hibernate from October until April. Their body
temperatures drop very low. Their hearts beat slowly. This helps them save their energy while food is scarce.
Sometimes they wake briefly to scarf down food stores nearby. But mostly, they live off their fat.
Hibernation isn't the only time dormice conk out to save energy. Even in the summer, if the weather is bad
and food is hard to find, a dormouse may fall into torpor. Torpor is almost like a mini-hibernation. A torpid
dormouse's heart rate and body temperature drop. But this deep sleep lasts less than a day. In a few hours, the
dormouse is awake, ready for a meal—and another nap. It's no wonder dormice are so adorable. They spend
most of their lives getting their beauty rest!
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Sample Questions from: parcconline: Sample
Answers:
Question Item 0381_A & 0234_A
Part A:
A. Dormice survive because they can fit in small
places.
The photograph associated with item 0381_A is of a
dormouse huddled inside the hole of a tree.
Part B:
B. “Trees are where dormice find much of their food
make their nests, and hide from predators such as
owls.” (paragraph 3)
Part A:
B. paragraph 4
Part B:
A.
The first photograph of a dormouse coming out of a
hole in a tree.
B.
The second photograph of a dormouse huddled inside
the hole of a tree.
C. The third photograph of a dormouse with young
dormice underneath it.
C. The third photograph of a dormouse with young
dormice underneath it.
D. The fourth photograph of baby dormice sleeping.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
District Resource: Houghton Mifflin Journeys
RI.3.5
RI.3.7
Unit 3: T27, T34-35, T146
Unit 4: T208, t217, T228-229
Unit 5 T388, T395, T406-407
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Understand the relationship between a series of
historical events, scientific ideas or concepts and
explain how an author supports particular
points (author’s purpose) in a text. (e.g., time/
chronological, sequence, comparison, cause/
effect,). (RI.3.3, RI.3.8)
T244
T110, T115, T128-129
T238
T152, T208, T217, T228-229
T407
Students will be able to provide a description of the
relationship between a series of historical events, using
language that pertains to time, sequence,comparison and/
or cause/effect.
Students will be able to provide a description of the
relationship between scientific ideas or concepts, using
language that pertains to time, sequence, comparison and/
or cause/effect.
Students will be able to provide a description of the
relationship between steps in technical procedures in a text,
using language that pertains to time, sequence, comparison
and/or cause/effect.
Questions Stems: (RI.3.3)
What was the result of ___________?
How are __________ and _________ related?
What was the result of ____________’s idea?
What is the first thing that you would do to complete this procedure?
What would you expect the result to be at the end?
Tell your partner when this happened?
Work with your group to create a timeline of these events.
Create a flow map that shows the sequence of events.
Questions Stems: (RI.3.8)
What is the author’s message?
What does the author claim?
What details or facts support the author’s claim?
How was the text written? (comparison, cause/effect, or sequential order)
How does the author connect the ideas in each of the paragraphs to the topic of the text?
Can you tell me something else that you have read that was written this way?
What details were important?
How does what this sentence say connect with what we read earlier?
What organizational pattern was used to write this text?
Did the photographs help you understand the author’s meaning? How?
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Sample Text from above: National Wildlife
Federation: Adorable Dormice Article
Sample Questions from: parcconline: Sample
Question Item 0230_A & 0815_A
Answers: Item 0230
Part A:
B. People taking over their habitats.
Part B:
B. “Many different kinds of dormice are losing their forest
homes as people build more houses and
businesses.” (paragraph 6)
Item 0815
Part A:
A. Torpor allows dormice to keep up their strength.
Part B:
D. “This helps them save their energy while food is
scarce.” (paragraph 12)
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
District Resource: Houghton Mifflin Journeys
RI3.3
RI3.8
Unit 1: T394, T403, T414-415
Unit 2: T119, T128-129
Unit 3: T20, T25, T34-35, T422
Unit 1:
Unit 2:
Unit 3:
Unit 4:
T394, T403, T414-415
T119, T128-129
T20, T25, T34-35
T110, T121, T128-129
Compare and contrast the most important
Students will be able to provide compare and contrast
points and key details when reading two texts on the most important points and/or key details presented in
two texts on the same topic.
the same topic. (RI.3.9)
Questions Stems:
What are the key details in this text?
How will you keep track of the points the authors are making in each text?
What is this text about?
What details does the author use to support his point?
Can you tell your partner what is the same/different about what you are reading?
Is there information in this text that was not included in the other text?
How are the ideas the same in both texts?
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Sample Text from:
The sun
The sun makes the water cycle work by providing
energy, in the form of heat.
Evaporation
The sun causes liquid water to evaporate, or turn
from a liquid to a gas (water vapor). The invisible
water vapor floats high into the atmosphere (the air
that surrounds the earth). Most evaporation happens
from the oceans, since oceans cover 70% of the
Earth’s surface. Any water can evaporate, even the
snow on the top of mountains or the water in the
leaves of trees!
Condensation
The colder temperatures high in the atmosphere cause
the water vapor to turn back into tiny liquid water
droplets—the clouds. This is condensation, the
opposite of evaporation. Winds in the atmosphere
blow the clouds all around the globe.
Precipitation
The tiny cloud droplets combine with each other and
grow into bigger water drops. When they get heavy
enough, the water drops fall to Earth as precipitation,
such as rain and snow. In cold climates, precipitation
builds up as snow and ice, solid forms of water.
The Water Cycle
Runoff
When rain hits the land or snow melts, it flows
downhill over the landscape. This is called runoff,
which provides water to rivers, lakes, and the oceans.
Groundwater
Some precipitation and runoff soaks into the ground
to become groundwater. Plants use groundwater to
grow. The water underground is always moving, with
most of it ending up back in the oceans.
The water cycle describes how Earth’s water is not
only always changing forms, between liquid (rain),
solid (ice), and gas (vapor), but also moving on,
above, and in the Earth. This process is always
happening everywhere.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Exemplar: EngageNY: Water Cycle
!
!
District Resource: Houghton Mifflin Journeys
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
RI.3.9
Unit 2:
Unit 3:
Unit 4:
Unit 5:
T429
T53, T331
T153
T425
Draft an informative text based on mentor text
and or media. (W.3.2, W.3.7, W.3.8)
• Introduce the topic
• Group information together
• Include illustrations when useful
• Develop topic with facts, definitions, and
details through research
• Use linking words and phrases to connect
ideas
• Provide a concluding statement
The student’s written expression will include;
Development of Ideas
- The student response addresses the prompt and
shows effective development of the topic and details,
text-based evidence, and/or description; the
development is largely appropriate to the task and
purpose.
Organization
- The student response consistently demonstrates
purposeful and controlled organization and includes
an introduction and conclusion.
Clarity of Language
- The student response uses linking words and
phrases, descriptive words, and/or temporal words to
express ideas with clarity.
Knowledge of Language and Conventions
- The student response demonstrates command of
the conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage, meaning is clear
throughout the response.
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
Exemplar Writing Sample: Articles can be found at the following link - Life in a Deep Freeze & Inuit
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016
3rd: Q2
District Resource: Houghton Mifflin Journeys
W.3.2
W.3.7
Introduce Topic:
Unit 3: T151, T225, T342, T401, T427
Unit 5: T341
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Facts, definitions, details:
Unit 3: T243, T327, T342, T401, T427
Unit 5: T341
Use linking words and phrase:
Unit 3: T57, T427, T434
Provide concluding statement:
Unit 3: T57, T250, T419, T427
Unit 5: T341
T343
T247, T339
T439
T341
W.3.8
Unit 3: T247, T339
Unit 4: T439
Unit 5: T341
©Farmington Municipal Schools - 3rd grade NMCCSS ELA
Revised April, 2016