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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Third Grade

Reading Literature & Informational Text

Critical Content

Power Standards

  • Identify types of questions and utilize the appropriate strategies to determine accurate responses to factual, conceptual and debatable questions. (RL & RI 3.1, 3.7, 3.3)
  • Compare and contrast the most important points and key details presented in two sources on the same topic/concept. (RL & RI 3.5, 3.9)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Locate words and details to ask and answer questions before, during and after reading a text
  • Explain how stories, dramas, and poems are written in different forms (e.g., chapter, scene, stanza)
  • Describe how one part of a text builds on the parts that came before it
  • Identify and give examples of text features and search tools and explain how they help locate information quickly
  • Locate information about a topic using text features and search tools
  • Explain how illustrations contribute (add meaning) to the words in the story and information text
  • Use illustrations and the words in a text to help understand and explain what has been read in an information text
  • Compare and contrast the themes, plots, and settings of stories written by the same author about the same or similar characters
  • Identify the most important points and key details found in two texts on the same topic
  • Compare and contrast the most important points presented in two texts on the same topic
  • Ask questions about a speaker’s presentation when I do not understand or need more information
  • Answer questions about a speaker’s presentation by using appropriate elaboration and detail

*”text” refers to any content introduced through written text, audio, visual media (charts, graphs, diagrams, pictures, video, web pages, etc.)

*”explicit evidence” includes direct quotes, graphic details, paraphrasing, summary of author’s words/ideas

 

Additional Critical Content

  • Recount stories including fables, folktales and myths from diverse cultures
  • Explain the central message, lesson, and/or moral using key details from the story
  • Define and determine the main idea (who or what a text is mostly about) of a text
  • Identify characters and explain how their actions contribute to the sequence of events
  • Describe a character’s physical and emotional traits
  • Define and identify events, procedures, ideas, and/or concepts in different types of informational text
  • Use strategies (e.g., context clues, root words, affixes) for the following:
    • Determine the meaning of words and phrase as they are used in a text
    • Define and identify literal language (it says what it means) and nonliteral (what is not exactly what it means)
    • Identify general academic words or phrases (different ways to say the same thing (e.g., stated instead of said) in a text
    • Identify domain specific words or phrases (content words, e.g., sedimentary, igneous, metamorphic) in a text
    • Determine the meaning of general academic and domain-specific words and phrases in a text
    • Locate and use resources (e.g., glossary, guide word, dictionary) to help me determine the meaning of unknown words and phrases
  • Determine the points of view of an author, narrator or character of a text and explain how point of view is similar to or different
  • Identify and describe how one’s point of view is similar to or different from the author
  • Identify words authors use to help make logical connections between sentences and paragraphs (e.g., similar, different, because, if, first, last)
  • Use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) to help understand difficult complex text

 

Concept-Based Connections

Essential Understandings

  • Reading texts critically – analyzing the author’s purpose, exploring the relationship between a work’s structure and meaning, and connecting the work to ideas outside the text – improves the reader’s comprehension, thinking and writing.

 

Factual Guiding Questions

  • What are the strategies good readers use when he/she doesn’t understand what is being read?
  • How does a reader monitor his/her own comprehension?
  • Author’s choice: Why does it matter?
  • Who’s telling the story? (perspective)

 

Conceptual Guiding Questions

  • In what ways does author’s purpose impact an audience?
  • How is the story affected by who is telling the story?
  • How does a reader determine the main idea of a text?

 

Engaging/Debatable Guiding Questions

  • Does the main idea depend of who is reading it?
  • What is more important for understanding text: What the text says or how the reader interprets it?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Understanding speech-print relationships
  • Concepts of words, syllables, sentences and paragraphs
  • Comprehension (thinking skills)
    • Main idea
    • Sequence of ideas
    • Supportive details
    • Inferencing
    • Predicting outcomes
    • Drawing conclusions
    • Recognizing emotions
    • Seeing cause and effect
    • Distinguishing fact from fiction
    • Recognizing propaganda
  • Facts and Opinion
  • Rule governed aspects of reading
  • Study skills

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • Figurative language
  • Text structures
  • Cultural norms

 

Spanish language specific

  • Punctuation
  • Visual perception
  • Visual memory
  • Auditory perception, memory and discrimination
  • Speech-Print connection between sounds and symbols
    • Accent marks
    • Diphthongs: various combinations
    • Dieresis
    • Tildes
    • Stressed syllables
    • Palabras Llanas
    • Palabras Agudas
    • Palabras Esdrújulas
    • Palabras Sobresdrújulas

 

English language development

  • Background knowledge to make sense of and communicate what they see and what they read.
    • Prior knowledge of English Language
    • Use of first language to help with L2
    • Meta-linguistic awareness
  • Build academic oral-language foundation
  • Build basic interpersonal language foundation
  • Contextualized and authentic language/literacy

 

Russian language specific

  • Cultural norms
  • Text structures

 

Polish language specific

  • Cultural norms
  • Text structures

 

Assessments

Informal Assessment are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Anecdotal notes from a variety of settings (whole-group, small-group, independent journal entries) reflecting the students’ ability to:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Make logical inferences
  • Ask and answer questions before, during, and after reading a text
  • Reading response journals
  • Use sentence frames orally or written
  • Use reading strategies to help understand difficult complex text (e.g., ask questions, make text connections, take notes, make inferences, visualize, re-read).

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

  • Recount or retell the key detail of a text
  • DRA2 (English) or EDL2 (Spanish)
  • MAP