Standards Alignment Guide: Grade 3 Reading Literature and Informational Text

Reading Literature: Key Ideas and Details RL 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Should I use this text for this standard? Questions to Ask Students: Students will be able to: • Who finished the race first? Which sentence(s) from • Make, test and revise predictions as they read  Is there enough substance to ask comprehension questions? the story supports your answer? • Use the combination of background knowledge and explicitly stated For example: A poem may be purely descriptive and there may • What is so special about Mario? Which sentence(s) information to answer questions they have as they read not be a sense of a beginning, middle, and end and therefore, from the story supports your answer? • Demonstrate an understanding of the text when answering questions one would not talk about key ideas and details. • Where does the story take place? Which sentence(s) about the text from the story supports your answer? • Refer explicitly to the text as a basis for answering questions about the • When did Tiesha try out for the play? Which text sentence(s) from the story supports your answer? • Why did Tyrone get an “A” on his test? Which sentence(s) from the story supports your answer? • How is John different from Paul? Which sentence(s) from the story supports your answer?

RL 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. Should I use this text for this standard? Questions to Ask Students: Students will be able to: • What happens in this ___ (story/fable/folktale/myth)? • Recount/retell (or graphically represent) key details from literary texts,  Is there text that has substance to be summarized or retold? • Place each event in a box to show the order in which it including fables, folktales, and myths from diverse cultures  Is there a lesson or moral that is worth identifying? happens in the _____ (story/fable/folktale/myth). • Determine central message, lesson or moral • What lesson does the author hope the reader learns  Are there enough key details in the text to explain the central • Explain how key details show a central message, lesson or moral message, lesson or moral? from the story? What key details in the story help the reader understand this lesson? • Recount stories, including fables, folktales, and myths from diverse • What lesson does Jose learn in the story? What key cultures; determine their central message, lesson, or moral and explain details in the story help the reader understand this how it is conveyed through key details in the text lesson? • What lesson does this folktale teach? What key details in the folktale help teach this lesson? • What is the moral of this fable? What key details in the fable help teach this moral? • What lesson is this myth trying to teach? What key details are used to convey this lesson?

RL 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 3 Reading Standards Alignment Guide 1 (Source of some content: Delaware Department of Education) Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Were the characters developed (text reveals their traits, • Explain how the boy smiling changes the story. • Identify the key ideas and events in a story or play motives, or feelings) If so… • Explain how the girl feels when she learns what happened. How • Sequence the key ideas and events in a story or play does that affect what she does next? • Identify the characters in a story or play (e.g., traits,  Do/does the character(s) face challenges? • Explain what the dog does to find his owner. What does that motivations, feelings)  Can the reader explain how a character’s actions show the reader about the dog? • Describe or graphically represent characters (their thoughts, contribute to the sequence of events? • Explain why the main character changes during the story. How words and actions) and events in a story or play, drawing on does that influence what happens next in the story? specific details from the text • Describe ____ (a character in the story). How does his/her • Describe and explain how characters’ actions relate to the actions contribute to the sequence of events in the story? sequence of events • Explain how the actions of ___ (a character in the story) • Describe characters in a story (e.g., their traits, motivations, or influence what happens next. feelings) and explain how their actions contribute to the sequence of events

Craft and Structure RL 4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (See grade 3 Language standards 4–6 for additional expectations.) Should I use this text for this standard? Questions to Ask Students: Students will be able to: • What is the meaning of ______on page 2? • Read and reread other sentences and non-linguistic images  Can the students determine the meaning of words and • Which words help the reader understand the meaning of _____ (e.g., illustrations) in the text to identify context clues phrases from the text using context clues? in paragraph 5? • Use context clues to help unlock the meaning of unknown  Does the text present an opportunity for students to • What is meant by the phrase, “Put on your thinking cap,” in words/phrases differentiate between literal and non-literal language? paragraph 6? • Determine the appropriate definition of words that have more  Does the text contain multiple meaning words? than one meaning • Differentiate between literal and non-literal meaning  Does the text contain words with affixes? • Identify and interpret figurative language and literary devices  Does the text contain words with common roots that can • Describe how figurative language, literary devices, and other be used to determine the meaning of a word? language choices create and clarify meaning • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language

RL 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.

Grade 3 Reading Standards Alignment Guide 2 (Source of some content: Delaware Department of Education) Should I use this text for this standard? Questions to Ask Students: Students will be able to: • Explain how the second chapter of the story helps the reader • Use the term chapter when referring to parts of a story  Does the text allow the teacher to refer to parts of stories, understand the setting of the story. Use examples from the • Use the term stanza when referring to parts of a poem dramas, or poems in terms of chapter, scene, and stanza? story in your explanation. • Use the term scene when referring to parts of a drama  Does the text allow the reader to determine how one part • Explain how scene 2 builds suspense. Use examples from the • Describe how each successive part of a story, drama, or poem builds on earlier parts of the text? drama in your explanation. builds on earlier sections by using terms such as chapter, scene, • Explain how the last stanza in the poem brings the ideas or stanza presented together. Use examples from the poem in your • Refer to parts of stories, dramas, and poems when writing or explanation. speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections RL 6: Distinguish their own point of view from that of the narrator or those of the characters. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Does the text allow the reader to identify a point of view? • Who is telling the story? • Identify the author’s purpose for writing a text  Is there an opportunity for the reader to distinguish • How does Lawanda feel about the trip? How is that different • Identify the view point of characters in a text his/her point of view from that of the narrator or from how you would feel? • Identify the view point of the narrator in a text. characters? • How does the narrator feel about Frank getting a new dog? • Identify the reader’s personal point of view How is that different from how you would feel? • Distinguish between a character’s or narrator’s view point and the reader’s view point

Integration of Knowledge and Ideas RL 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). Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Do the illustrations contribute to what is conveyed by the • Explain how the illustration helps the reader understand the • Describe how illustrations contribute to a story words in the text? setting of the story. Use examples from the story and • Determine specific aspects of a literary text’s illustrations that  Do they help to create mood? illustration in your explanation. create mood or emphasize aspects of a character or setting  Do they help to emphasize aspects of the character or • Explain how the illustrations make the reader feel. Why? • Explain how specific aspects of a text’s illustrations setting? • Explain how the illustration helps the reader understand the contribute to what is conveyed by the words in a story main character in the story. Use examples from the story and illustration in your explanation. RL 8: (Not applicable to literature)

RL 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).

Grade 3 Reading Standards Alignment Guide 3 (Source of some content: Delaware Department of Education) Should I use this text for this standard? Questions to Ask Students:  Has the author written other stories with the same or • How are the themes/plots/settings in Kevin Henke’s books Students will be able to: similar characters? ______(title) and______(title) alike and different? • Identify and describe the settings of two or more texts  Can the books be compared in terms of themes, setting, • Identify and describe character(s’) traits in two or more texts and plot? • Retell the plot of two or more texts  Has the author written a series of books? • Identify the themes in two or more texts • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters

Reading Informational Texts:

Key Ideas and Details RI 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Is there enough substance about which to ask comprehension • Who invented electricity? Which sentence(s) from the article • Make, test and revise predictions as they read questions? For example: Some sections of a text may have a supports your answer? • Use the combination of explicitly stated information, and background superficial and/or brief description of a topic. • What gave Edison the idea for his invention? Which knowledge, to answer questions they have as they read  Can the students use the text as the basis for their answers? sentence(s) from the article supports your answer? • Demonstrate an understanding of the text when answering questions • Where was the first soccer game played? Which sentence(s) about the text • Refer explicitly to the text as a basis for answering questions about from the article supports your answer? the text • When do birds fly south for the winter? Which sentence(s) • Ask and answer questions to demonstrate understanding of a text, from the article supports your answer? referring explicitly to the text as the basis for the answers • Why was a written language started? Which sentence(s) from the article supports your answer? • How are insects and mammals alike and different? Which sentence(s) from the article supports your answer? RI 2: Determine the main idea of a text; recount the key details and explain how they support the main idea. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Is there enough substance to determine a main idea? • What is the main idea of the article? What key details support • Determine the main idea of an informational text  Is there enough substance to determine key details? this main idea? • Recognize how ideas are organized in an informational text  Is there a connection between key details and the main • What are the key details in the article? How do the key details • Describe or graphically represent the relationship between main idea and details. idea? support the main idea? • What is ____ a good title for the article? How do the key • Explain how the main idea is supported by key details details support the selection of this title? • Determine the main idea of a text and explain how it is supported by key details RI 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.

Grade 3 Reading Standards Alignment Guide 4 (Source of some content: Delaware Department of Education) Should I use this text for this standard? Questions to Ask Students: Students will be able to: • What caused the plant to grow? What information from the  Is there a clear connection between a series of historical events, article supports your answer? • Identify the events, key ideas/ concepts, steps in informational texts scientific ideas or concepts, or steps in technical procedures in a • What is the effect of not getting enough sleep? What • Identify and describe how informational and technical texts are text? information from the article supports your answer? structured  Is there language that pertains to time, sequence, and • Why is it important to sand the wood before it is painted? • Identify words that signal relationships in informational texts cause/effect? What information from the article supports your answer? • Explain how ideas, events, steps are connected • Explain how a bird makes its nest. Use information from the • Use text-structure language to describe or graphically represent relationships between and among ideas, events, or steps/procedures in article in your explanation. informational texts • Explain the relationship between _____, _____, and _____ (series of historical events). Use information from the article in your explanation. • Explain the relationship between ______and _____ (scientific concepts/ideas). Use information from the article in your explanation. • Explain the steps in ____ (a technical procedure). Use information from the article in your explanation.

Craft and Structure RI 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. (See grade 3 Language standards 4–6 for additional expectations.) Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Are there words to know where meanings can be determined • What does the word _____ mean in paragraph 2? • Read and reread other sentences and non-linguistic images in the text to from… • Which words help the reader understand the meaning of identify context clues _____ in paragraph 5? • Use context clues to help unlock the meaning of unknown words/phrases a) sentence level context? • Determine the appropriate definition of words that have more than one b) affixes? • What does ___ (a general academic word/phrase) mean as it is used in this article? How does it help the reader’s meaning • Describe how language choices create and clarify meaning c) root words? understanding of the information presented? d) glossaries and dictionaries? • Differentiate between literal and non-literal meaning • What does ___ (a domain-specific word/phrase) mean? • Identify and interpret figurative language  Are there words in the text for which you can ask students to • Determine the meaning of general academic and domain-specific words distinguish between literal and non-literal meanings? and phrases in a text relevant to a grade 3 topic or subject area  Are there words in the text for which you can ask students to provide real-life instances when the word can be used?  Are there words that require the reader to distinguish between shades of meaning among related words that describe states of mind or degrees of certainty?  Is there a vocabulary worth knowing with context clues? (Language standards 4-6)  Are there any roots, affixes, or compound words that are worth

Grade 3 Reading Standards Alignment Guide 5 (Source of some content: Delaware Department of Education) knowing?  Are there general academic and domain specific words worth knowing?  Are there words that signal spatial and temporal relationships?

RI 5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Does the text contain text features and search tools • What does the caption under the picture tell you? • Use text features to locate relevant information on a given topic (e.g. key words, sidebars, hyperlinks) to locate • What information do the headings give the reader about the • Use search tools to locate relevant information on a given topic information in a text efficiently? next section of the text? • Use text features and search tools to locate information relevant to a given • Why are some words in bold print? topic efficiently • Why does the author provide hyperlinks? • Where can more information on ___ be located?

RI 6: Distinguish their own point of view from that of the author of a text. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Does the text give the reader an opportunity to • How does the author feel about the topic? Do you agree or • Identify the author’s purpose for writing a text distinguish their own point of view from that of the disagree? Explain why or why not. • Identify the reader’s personal viewpoint about the topic of a text author of the text? • Identify the author’s viewpoint in a text • Distinguish between an author’s viewpoint and the reader’s viewpoint about a topic

Integration of Knowledge and Ideas RI 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).

Grade 3 Reading Standards Alignment Guide 6 (Source of some content: Delaware Department of Education) Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Does the text contain illustrations such as maps or • How does the map help the reader understand why the • Identify the information presented in specific images (e.g., photographs that that contribute to the understanding of countries fought for control of the river? photographs, diagrams, charts, graphs, maps) • How does the photograph help the reader understand why • Integrate information from graphics/images/ illustrations with words the text? from the text to make meaning  Do the illustrations support where, when, why, and how people were eager to visit the canyon? • How does the map help the reader understand where the battle • Explain how the information contributes to an understanding of the key events occur? text in which it appears occurred? • Use information gained from illustrations (e.g., maps, photographs) • How does the photograph help the reader understand when the and the words in a text to demonstrate understanding of the text (e.g., event occurred? where, when, why, and how key events occur). • How does the map help the reader understand how the Mississippi River helped farmers get their crops to market? RI 8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence Should I use this text for this standard? Questions to Ask Students: Students will be able to: • Does the text describe a logical connection between • Explain how the first paragraph relates to the second • Explain how paragraphs are related. sentences and paragraphs within the text? (e.g., paragraph. Use examples from the article in your explanation. • Explain how sentences relate to specific paragraphs. comparison, cause/effect, first/second/third in a • Explain how the author develops his/her idea across the • Use key words to identify, comparison, cause/effect, sequence) paragraphs. Use examples from the article in your explanation. sequence using first/second/third. • Explain what the author does to help the reader understand how to put the tent together. Use examples from the article in your explanation.

RI 9: Compare and contrast the most important points and key details presented in two texts on the same topic. Should I use this text for this standard? Questions to Ask Students: Students will be able to:  Are there two texts that provide information on the same • How are the most important points in the two texts about • Identify the most important points presented in texts topic? ______alike and different? • Identify the key/supporting details presented in texts • How are the key details in the two texts about _____ alike and • Compare by writing or graphically representing the most important  Can the reader compare information given from two different? points presented by two texts on the same topic sources on the same topic? • Compare by writing the or graphically representing the key details presented by two texts on the same topic • Contrast by writing or graphically representing the most important points presented by two texts on the same topic • Contrast by writing or graphically representing key details presented by two texts on the same topic • Compare and contrast the most important points presented by two texts on the same topic

Grade 3 Reading Standards Alignment Guide 7 (Source of some content: Delaware Department of Education)