CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 3
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Siobhan Burke
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 3
September 17, 2013
Revised - August 26, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Improving Reading Comprehension in Kindergarten Through Grade 3

A compilation of reading strategies
http://www.readingrockets.org/sites/default/files/readingcomp_pg_092810.pdf
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Close reading informational text: "Energy: Many Different Forms"
Common Core Standards: RI.3.2, RI.3.3, RI.3.5, RI.3.6, RI.3.7
https://learnzillion.com/lessonsets/485-close-reading-informational-text-energy-many-different-forms






Determine the author's point of view and distinguish it from your own
Locate information efficiently using sidebars
Determine the relationship between scientific ideas
Use information in illustrations to explain key ideas in the text
Use text and illustrations to envision what the author is explaining
Determine the main idea of a text using key details
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Writing an informational article about "Energy: Many Different Forms"
Common Core Standard: W.3.2a, W.3.2b, W.3.2d, W.3.5
https://learnzillion.com/lessonsets/683-writing-an-informational-article-about-energy-many-different-forms








Plan an informational writing piece by rereading the prompt
Plan an introduction to an informational piece
Plan a body paragraph for an informational piece
Draft an introduction to an informational piece
Draft a body paragraph for an informational piece
Draft a conclusion for an informational piece
Revise a body paragraph by adding details and key ideas
Add illustrations to informational writing to clarify ideas
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational Texts: "My Name is Mengmeng"
Common Core Standards: RI.3.1, RI.3.10, RI.3.3, RI.3.4
https://learnzillion.com/lessonsets/99-reading-informational-texts-my-name-is-mengmeng






Preview a text's title, photo, and caption
Collect clues about a topic or character from the text
Retelling main ideas in a paragraph
Determine the meaning of an unknown word using context clues
Check for understanding of a text by answering questions
Check understanding of a nonfiction article by retelling information
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/99my/99MyNameisMengMengAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational Texts: The Boston Tea Party
Common Core Standards: L.3.4D, RI.3.2, RI.3.5
https://learnzillion.com/lessonsets/326-reading-informational-texts-the-boston-tea-party

Use the title, images, and captions from an article to list what you already know about a topic

Prepare to read a text by reading the titles and subtitles

Determine the meaning of unknown words by using a glossary

Determine the main idea of a paragraph

Monitor comprehension while reading
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/326t/326TheBostonTeaPartyAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational Texts: The Declaration of Independence and the First Fourth of July
Common Core Standards: L.3.4D, RI.3.1, RI.3.10, RI.3.3, W.3.8
https://learnzillion.com/lessonsets/207-reading-informational-texts-the-declaration-of-independence-and-the-first-fourth-of-july






Make predictions about what an article will teach by previewing
Prepare to read by jotting what you already know
Find the meaning of bold words using a glossary
Keep track of new information by retelling
Take notes as you read
Check your understanding of a reading by teaching others
The Declaration of Independence and the First Fourth of July (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/3_de/3_Declaration_of_Independence.pdf
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- 3rd grade writing using text-based evidence: Responding to a constructed response question
Common Core Standard: RI.3.1, W.3.2a, W.3.2b, W.3.2d, W.3.5, W.3.8
https://learnzillion.com/lessonsets/105-3rd-grade-writing-using-textbased-evidence-responding-to-a-constructed-response-question








Understanding a constructed response question
Use text features and clue words to find evidence in a text
Record evidence in a text
Organize evidence and making a plan for a written response
Write a topic sentence that includes the big idea
Write evidence to support your answer in your own words
Write a conclusion by restating the big idea
Revise a constructed response answer
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational Texts: Ever Wondered What Washington Was Like as a Kid?
Common Core Standards: RI.3.1, RI.3.10, RI.3.2, RI.3.7
https://learnzillion.com/lessonsets/349-reading-informational-texts-ever-wondered-what-washington-was-like-as-a-kid







Gather information from nonfiction text features
Revise your thinking as you read
Start a conversation in your head by asking "I wonder...?" as you read
Determine the main idea of a section of text by looking for a stand out sentence
Use descriptive words and imagery to help you visualize as you read
Determine the author's purpose
Determine the main idea of an article
Ever Wondered What Washington Was Like as a Kid? (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/ever/Ever_Wondered_what_Washington_was_like_as_a_kid__PDF.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/349e/349EverWonderedWhatWashingtonWasLikeAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational Texts:"Ever Wondered What It's Like at the North Pole?"
Common Core Standards: RI.3.1, RI.3.10, RI.3.2, RI.3.3, RI.3.4
https://learnzillion.com/lessonsets/331-reading-informational-texts-ever-wondered-what-its-like-at-the-north-pole






Preview a text by skimming the title, images, and headings
Make mental pictures as you read
Revise thinking based on what you learn in a text
Have a conversation in your head as you read
Use vocabulary in a text to deepen your understanding
Create an outline to keep track of what you read
Ever Wondered What it is Like in the North Pole? (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/ever/Ever_wonder_what_it_s_like_in_the_north_pole_.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/331e/331EverWonderedWhatItsLikeattheNorthPoleAssessment.pdf
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close Reading Literature: The Story of the Three Little Pigs
Common Core Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.5, RL.3.7
https://learnzillion.com/lessonsets/499-close-reading-literature-the-story-of-the-three-little-pigs






Recount key events using illustrations
Describe a character's traits using key events
Describe a character's traits using clues in the illustrations
Analyze why a character behaves a certain way
Make connections between key events using text structure
Explain how a character's actions contribute to the sequence of events
Narrative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Narrative writing in response to literature: The Story of the Three Little Pigs
Common Core Standards: W.3.3a, W.3.3b, W.3.3c, W.3.5
https://learnzillion.com/lessonsets/665-narrative-writing-in-response-to-literature-the-story-of-the-three-little-pigs







Plan events for a narrative response
Develop a sequence of events for a narrative response
Draft a story using temporal words to organize events
Write an introduction to a story by establishing the situation and introducing characters
Revise to show a character's response to a situation
Revise to include dialogue and inner thinking
Write a final draft of a narrative story
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close Reading Literature: “The Tale of Peter Rabbit”
Common Core Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.7
https://learnzillion.com/lessonsets/520-close-reading-literature-the-tale-of-peter-rabbit






Describe characters in a story using key details from the text
Explain how illustrations contribute to the meaning of a story
Determine the meaning of unknown words and phrases using illustrations in the text
Describe characters in a story by noticing the words and phrases an author uses
Determine an author's message by noticing what characters say and do
Explain how a character's actions affect a story
Opinion Writing: Learn Zillion (free sign up)
Lesson Set Videos- Writing opinion essays in response to "The Tale of Peter Rabbit"
Common Core Standards: L.3.3a, W.3.1a, W.3.1b, W.3.1c, W.3.1d
https://learnzillion.com/lessonsets/669-writing-opinion-essays-in-response-to-the-tale-of-peter-rabbit




Introduce a text in an opinion essay
Develop reasons to support an opinion by finding examples and evidence in the text
Provide evidence to support reasons
Write a concluding statement to support your opinion



Draft an opinion essay using a graphic organizer as a guide
Use linking words and phrases to connect ideas in an opinion essay
Revise an opinion essay by rereading a draft
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close Reading Poetry: “Afternoon on a Hill”
Common Core Standards: RL.2.4, RL.3.1, RL.3.4, RL.3.5, RL.3.6
https://learnzillion.com/lessonsets/532-close-reading-poetry-afternoon-on-a-hill





Describe setting using words from the text
Determine the meaning of unknown words and phrases
Identify changes that occur across the stanzas of a poem
Name a poem's mood or feeling using its rhythm, rhyme, and repetition
Determine a character's point of view
Narrative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Writing narratives in response to the poem "Afternoon on a Hill"
Common Core Standards: L.3.6, W.3.3a, W.3.3b, W.3.5
https://learnzillion.com/lessonsets/684-writing-narratives-in-response-to-the-poem-afternoon-on-a-hill








Plan a sequence of events for a narrative story
Reread a text to gather important details about a character
Establish a situation and setting for a narrative response
Draft the beginning of a story by introducing characters
Draft events in a narrative story using a plan
Use dialogue in narrative writing
Use descriptions of actions, thoughts, and feelings
Revise writing to use precise words and phrases
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: Make Way for Dyamonde Daniel, Chapters 1-4 (Realistic Fiction)
Common Core Standards: RL.3.1, RL.3.3
https://learnzillion.com/lessonsets/130-reading-literature-make-way-for-dyamonde-daniel-chapters-14-realistic-fiction






Identify the narrator in a story
Identify and track the problem in a story
Read dialogue in a character's voice
Develop ideas about a character by looking at a character's thoughts, actions, and words
Track a character's development
Track a changing setting
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: The Fog (Poetry)
Common Core Standards: RL.3.10, RL.3.2, RL.3.4, SL.3.5
https://learnzillion.com/lessonsets/336-reading-literature-the-fog-poetry






What makes a poem a poem?
Interpret the title of a poem
Interpret words and phrases in a poem
Use images in a poem to visualize the setting
Read a poem out loud
Determine a poet's message in a poem
The Fog (Text): http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/the_/The_Fog_PDF.pdf
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/336t/336TheFogAssessment.pdf
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: “Who Has Seen the Wind?” (Poetry)
Common Core Standards: RL.3.1, RL.3.10, RL.3.2, RL.3.4
https://learnzillion.com/lessonsets/96-reading-literature-who-has-seen-the-wind-poetry






Prepare to read a poem by looking at the title
Visualize a poem by noticing descriptive words and phrases
Identify the important parts of a poem by finding repeating words
Identify personification in poems
Determine a poet's message
Who Has Seen the Wind?
“Who Has Seen the Wind?” (Text): http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/who_/Who_Has_Seen_the_Wind_PDF.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/96wh/96WhoHasSeentheWindAssessment.pdf
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:

Reading Standard 1: What the Text Says

Reading Standard 2: Central Idea

Reading Standard 3: People, Events & Ideas

Reading Standard 4: Word Meaning & Choice

Reading Standard 5:Text Structure

Reading Standard 7:Multimedia
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 1
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Listening and Speaking
Language
Content Strand:
Reading: Literature
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.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words.
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
Speaking and Listening
CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or details.
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
21st Century Life and Career Skills:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
Unit Understandings:
Students will understand…

how to use syllable patterns to decode multisyllabic words

what characters are like by what they say and what they do

non-fiction text structures

and read a poem

how to write complete sentences

how to write statements ,questions, commands and exclamations correctly
Unit Essential Questions:






Can you find a pattern of syllables?
What are the characters in a story like? How do their actions define them?
What are non-fiction text structures?
What is a poem?
What is a complete sentence?
Can you write the four types of sentences? (statement, question, command, exclamatory)
Knowledge and Skills:
Students will know…

narrative elements

synonyms and antonyms

long vowel sounds

Selection vocabulary

ask and answer questions about fiction and non-fiction that can be supported with evidence both written and orally, offering elaboration and
detail.

recount stories, including fables, folktales, and myths from diverse cultures and determine the central message, lesson, or moral.
Students will be able to …

describe and identify the narrative elements in a story

identify and illustrate antonyms and synonyms

identify long vowel sounds

explain and use selected vocabulary

compare and Contrast a variety of reading genres

ask and answer questions about informational or fictional text using information from text using a graphic organizer and/or word bank.

retell from a variety of genres and identify the theme.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions






Journal Writing
Graphic Organizers
Leveled Readers
Partner Reading
Audio Books
Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 2
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Listening and Speaking
Language
Content Strand:
Reading: Literature
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.
Reading: Informational Text
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
efficiently.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words.
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding
CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own 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.
Language
CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
21st Century Life and Career Skills:
9.1.4.B.1 Recognize Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and
during play).
Unit Understandings:
Students will understand ...

and identify author’s purpose

and write compound sentences correctly

how to classify word relationships

and use common and proper nouns correctly

and read and understand a magazine article; to compare magazine articles

how to use singular and plural nouns correctly

and use strategies to decode multisyllabic words
Unit Essential Questions:







Can you identify the author’s purpose?
Can you write compound sentences?
How are word relationships classified?
What are the differences between common and proper nouns?
What are the text features of magazine articles?
When do you use singular and plural nouns?
What strategies are used to decode multisyllabic words?
Knowledge and Skills:
Students will know…

author’s Purpose

compound Sentences

multisyllabic words

non Fiction Elements of Magazine Articles

selection Vocabulary

ask and answer questions about fiction and non-fiction that can be supported with evidence both written and orally, offering elaboration and
detail.

recount stories, including fables, folktales, and myths from diverse cultures and determine the central message, lesson, or moral.
Students will be able to …

describe and identify the author’s purpose

identify compound sentences

explain and use selected vocabulary

compare and Contrast a variety of reading genres

ask and answer questions about informational or fictional text using information from text using a graphic organizer and/or word bank.

retell from a variety of genres and identify the theme.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions

Journal Writing

Graphic Organizers

Leveled Readers

Partner Reading

Audio Books

Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 3
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Listening and Speaking
Language
Content Strand:
Reading: Literature
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.
Reading: Informational Text
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.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own 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.
Language
CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5a Use sentence level context as a clue to the meaning of a word or phrase
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
CCSS.ELA-Literacy.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
21st Century Life and Career Skills:
9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.
9.1.4.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.
Unit Understandings:
Students will …

determine the meaning of the new word formed when a known affix is added to a known word.

decode words with common latin suffixes.

use prefixes and suffixes to determine or clarify meaning

read and understand proverbs and fables

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.
Unit Essential Questions:

Does a word have new meaning when an affix is added to a known word ?

Can you decode words with latin suffixes ?

How will prefixes and suffixes help you clarify meaning of words?

What is the central message, lesson, or moral and explain how it is conveyed through key details in the text?

What are the main ideas and supporting details of the studied text?
Knowledge and Skills:
Students will know…

meanings of new words

latin suffixes

prefixes and suffixes

selection vocabulary

how to determine the main idea and supporting details from various formats

how to ask and answer questions about fiction and non-fiction that can be supported with evidence both written and orally, offering elaboration
and detail.

recount stories, including fables, folktales, and myths from diverse cultures and determine the central message, lesson, or moral.
Students will be able to …

decode latin suffixes

identify prefixes and suffixes

explain and use selected vocabulary

compare and Contrast a variety of reading genres

ask and answer questions about informational or fictional text using information from text using a graphic organizer and/or word bank.

identify the theme or central idea

determine main idea and supporting detail
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions

Journal Writing

Graphic Organizers

Leveled Readers

Partner Reading

Audio Books

Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/

What is a Fable? -Webquest http://questgarden.com/145/98/3/120628195328/index.htm
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 4
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Listening and Speaking
Language
Content Strand:
Reading: Informational Text
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.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.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own 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 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
CCSS.ELA-Literacy.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word
CCSS.ELA-Literacy.L.3.5a Use sentence level context as a clue to the meaning of a word or phrase
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
21st Century Life and Career Skills:
9.1.4.D.1
9.1.4.A.5
Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
Apply critical thinking and problem-solving skills in classroom and family settings.
Unit Understandings:
Students will …

summarize important information in a text

learn to use adjectives correctly

read and understand a historical fiction selection

understand the use of comparison and contrast within a text

read and understand a nonfiction article

classify likenesses and differences across texts

correctly use articles.
Unit Essential Questions:





What would be a good summary of the text we read?
Can you point out some adjectives from the text read?
How is a historical fiction text similar/different from a non-fiction and/or fiction text?
Are there any similarities or differences in the selections we have read this unit?
Why are articles important? When are they used?
Knowledge and Skills:
Students will know…

how to summarize important information in a text

when to use adjectives correctly

what a historical fiction selection is

how to read a non fiction article and recognize the text features

similarities and differences across texts

Articles
Students will be able to …

summarize important information

read and understand a non fiction text

read and understand realistic fiction

use adjectives and articles correctly

determine similarities and differences
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions






Journal Writing
Graphic Organizers
Leveled Readers
Partner Reading
Audio Books
Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 5
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Listening and Speaking
Language
Content Strand:
Reading: Literature
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events
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
Reading: Informational Text
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
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding
CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own 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 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies
CCSS.ELA-Literacy.L.3.4a Use sentence level context as a clue to the meaning of a word or phrase
CCSS.ELA-Literacy.L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
21st Century Life and Career Skills:
9.1.4.D.1
9.1.4.A.5
Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
Apply critical thinking and problem-solving skills in classroom and family settings.
Unit Understandings:
Students will …

determine the main idea and supporting detail in an expository text

use action verbs correctly

understand a historical fiction text

read and understand a historical fiction selection

compare a historical fiction selection with a nonfiction article

use present tense verbs correctly

determine likenesses and differences within and across texts
Unit Essential Questions:






What is the main idea in the expository text
How do you use action verbs?
What is a historical fiction text?
Are there similarities / differences between a nonfiction and a historical fiction text
Can you use present tense verbs correctly?
What are the similarities /differences within and across the texts in this unit?
Knowledge and Skills:
Students will know…

how to determine the main idea

when and how to use action verbs

how to identify a historical fiction text

how to compare texts across the unit

when to use present tense verbs
Students will be able to …

determine main idea and detail

use action verbs

read and understand historical text

compare and contrast a variety of texts

use present tense verbs
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions

Journal Writing

Graphic Organizers

Leveled Readers

Partner Reading

Audio Books

Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English Language Arts
Unit Title: Unit 6
Target Course/Grade Level: Reading Grade 3
Unit Summary: Students will read six stories to review and process elements of stories. Students will ask and answer questions about both fiction and
non-fiction stories that can be supported with evidence. They will be able to recount the stories and determine the central meaning, lesson or moral.
Students will demonstrate a command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling when writing.
Students will also determine the meaning of unknown words through selected vocabulary.
Approximate Length of Unit: 5-6 weeks
Primary interdisciplinary connections: Science, Social Studies, Health/Physical Education
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Listening and Speaking
Language
Content Strand:
Reading: Literature
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.
Reading: Informational Text
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.3.5 Use text features and search tools to locate information relevant to a given topic efficiently
CCSS.ELA-Literacy.RI.3.7 Use information gained from the illustrations and the words in a text to demonstrate understanding of the text
CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding
CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.RF.3.3c Decode multi-syllable words
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own 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 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
CCSS.ELA-Literacy.L.3.5a Use sentence level context as a clue to the meaning of a word or phrase
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
21st Century Life and Career Skills:
9.1.4.D.1
9.1.4.D.2
Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
Express needs, wants, and feelings appropriately in various situations.
Unit Understandings:
Students will …

recognize cause and effect relationships

read and understand non fiction texts using text features

use book parts to locate information

recognize adverbs and use them correctly in speaking and writing

write contractions

read and understand nonfiction selections
Unit Essential Questions:





What are the cause and effect relationships in the text?
How does the information gained from the illustrations and the words in a text help you understand what you have read?
What book parts will you use to locate information in the text?
What are adverbs?
When do you use contractions?
Knowledge and Skills:
Students will know…

how to recognize cause and effect

how to use text features in non fiction readings

how to use book parts to locate information

when to use adverbs

when to use contractions
Students will be able to …

determine cause and effect

use text features

use book parts to locate information

identify and use adverbs

identify and use contractions
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observation

Pre-assessment/Post-assessment

Anecdotal record

Finished product of teacher-directed assignment

Student oral response

Student writing samples

DRA
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide Essential Questions

Provide Rubrics

Interactive Word Walls

Think-Pair-Share

Literacy Centers

Independent Centers

Guided Reading

Class Discussions

Journal Writing

Graphic Organizers

Leveled Readers

Partner Reading

Audio Books

Non-Fiction Reading Center
RESOURCES
Teacher Resources:



Trophies leveled readers
Teacher selected text
Guided reading books
Equipment Needed:




Notebooks/Journals
Listening Center materials
Vocabulary word cards
Variety of fiction and non-fiction books
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/3/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/3/

3rd Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-3rd-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/third-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Grade 3
Unit Summary: Students will read a minimum of one book per week outside of the assigned reading story. The outside reading books should be
enjoyable and interesting to the students; however, they must also be at the appropriate level. Independent reading time should given throughout the week
to encourage stamina and generate growth in independent increased text complexity. The purpose of this unit is for students to make choices about reading
and enjoy it. Students will be encouraged to select a variety of genres over the course of the year.
Approximate Length of Unit: Year Long (1 report for each Marking Period)
Primary interdisciplinary connections: Math, Science, Social Studies
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Speaking and Listening
Language
Content Strand:
Reading: Literature
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.3.3 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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
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.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or setting.
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.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades
2–3 text complexity band independently and proficiently.
Reading: Informational Text
CCSS.ELA-Literacy.RI.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.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.3.3 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.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.
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
efficiently.
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 (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).
CCSS.ELA-Literacy.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).
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.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
CCSS.ELA-Literacy.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.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Language
CCSS.ELA-Literacy.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
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
21st Century Life and Career Skills:
9.1.4.A.5
Develop Apply critical thinking and problem-solving skills in classroom and family settings.
Unit Understandings:



The more you read, the better reader you will become
Choosing “the right” book is important in becoming a good reader
Reading a variety of genres will enhance your vocabulary and deepen your reading comprehension
Unit Essential Questions:




Will reading for enjoyment make you a better reader?
Are there any similarities or differences in the books you choose to read on your own and the assigned reading in class?
How can an independent reading book be both entertaining and challenging?
What makes a good reader?
Knowledge and Skills:
Students will know…..

fiction and non-fiction, how to recognize fiction and non-fiction reading selections and their individual preferences

how to choose books that are appropriate to their reading and interest levels

what makes a good reader

how to read independently for a sustained amount of time

how to describe characters in a book
Students will be able to …

read for a minimum of 20-30 minutes independently by the end of the year

discuss their independent reading with class

compare and contrast the structure and literary elements of two or more literary works

read books for enjoyment and increase stamina and fluency

create 4 book reports to show an understanding of what was read
EVIDENCE OF LEARNING
Assessment:

One “book report” will be done at the end of each marking period. The students may choose to create a report on any book they have read that
marking period. There must be at least 1 non fiction book report at some point from each student. Books may be chosen from the 3rd grade
Common Core approved list (see below) or from the classroom library, school library or public library.

Suggested Book Report Activities (This is a suggested list, teachers can add to the list and/or assign their own reports)
o Create a Venn diagram – comparing and contrasting two characters in the story. How are they alike and how are they different?
o Dress as the character of your choice from your book - Give a presentation to your classmates in which you introduce yourself
and describe the main events of the book from your character’s point of view
o Make a book jacket -design a cover and give a summary of the story
o Make a poster – Include the characters, plot and setting
o Character Analysis - analyze the main character traits
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Provide essential questions

Provide final task examples as well as rubrics

Provide examples of finished written products

Use various learning styles to target students’ individual needs.

Think-Pair-Share

Guided Reading

Independent Reading

Class Discussions

Centers

Writer’s workshop
RESOURCES
Teacher Resources:
Third Grade Common Core Suggested Reading List

My Father’s Dragon Ruth Stiles Gannett

“The Fire Cat,” Esther Averill

Amos and Boris William Steig

The Treasure Uri Shulevitz

The Stories Julian Tells Ann Cameron

Sarah, Plain and Tall, Patricia MacLachlan

Henry and Mudge: The First Book of Their Adventures Cythia Rylant

Tops and Bottoms Janet Stevens

The Raft Jim LaMarche

Poppleton in Winter Cynthia Rylant

The Lighthouse Family: The Storm Cynthia Rylant

The One-Eyed Giant Mary Pope Osborne

Cowgirl Kate and Cocoa Erica Silverman
Poetry










“Autumn,” Emily Dickinson
“Who Has Seen the Wind?” Christina Rossetti
“Afternoon on a Hill,” Edna St. Vincent Millay
“Stopping by Woods on a Snowy Evening” Robert Frost
“Something Told the Wild Geese” Rachel Field
“Grandpa’s Stories” Langston Hughes
“A Bat is Born” Randall Jarrell
“Knoxville, Tennessee” Nikki Giovanni
“Weather” Eve Merriam
“Eating While Reading” Gary Soto
Informational Texts

A Medieval Feast Aliki

From Seed to Plant Gail Gibbons

Bats: Creatures of the Night Joyce Milton

Throw Your Tooth on the Roof: Tooth Traditions Around the World Selby Beeler

Art around the World Heather Leonard

Martin Luther King and the March on Washington Frances E. Ruffin

So You Want to Be President? Judith St. George




Crittercam Andrew Einspruch
Boy, We Were Wrong About Dinosaurs Kathleen V. Kudlinski
Moonshot: The Flight of Apollo 11 Brian Floca
Where Do Polar Bears Live? Sarah L. Thomson
Read-Aloud Stories

How the Camel Got His Hump Rudyard Kipling

The Thirteen Clocks James Thurber

Charlotte’s Web E.B. White

The Cricket in Times Square George Selden

The Search for Delicious, Natalie Babbitt

Bud, Not Buddy Christopher Paul Curtis

Sign Painter Allen Say
Read-Aloud Poetry

“The Jumblies,” Edward Lear

“The Pied Piper of Hamelin,” Robert Browning

“Your World,” Georgia Douglas Johnson

“The Song of the Jellicles” T.S. Elliot

“Fireflies,” Paul Fleischman
Read-Aloud Informational Texts

Lincoln: A Photobiography Russell Freedman

The Story of the Ruby Bridges Robert Coles

A Drop of Water: A Book of Science and Wonder Walter Wick

If the World Were a Village: A Book about the World’s People David J. Smith

Ah, Music Aliki

The Museum Book: A Guide to Strange and Wonderful Collections Jan Mark

What the World Eats Faith D’Aluisio

Wild Tracks! A Guide to Nature’s Footprints

14 Cows for America Carmen Agra Deedy

Differentiated “book report” activities

Classroom library

School library
Equipment Needed:



Books
Student Work
Book Report Assignment