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  • ELAR/SS: The Roles and Responsibilities of People and Government / Building Independence as Readers and Writers through Fiction and Personal Narratives

ELAR/SS: The Roles and Responsibilities of People and Government / Building Independence as Readers and Writers through Fiction and Personal Narratives

 

Suggested Time Frame: 24 Instructional Days

 

        

Genre Focus

3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) decode multi-syllabic words in context and independent of context by applying common spelling patterns including:
(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
(ii) doubling final consonants when adding an ending (e.g., hop to hopping)
(B)  use common syllabication patterns to decode words including:
(i)  closed syllable (CVC) (e.g., mag-net, splen-did);
(ii)  open syllable (CV) (e.g., ve-to);

3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;
(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; -S
(C)  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B)  use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
(C)  identify and use antonyms, synonyms, homographs, and homophones; -S

3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
(A)  sequence and summarize the plot’s main events and explain their influence on future events; -R
(B)  describe the interaction of characters including their relationships and the changes they undergo; -R
(C)  identify whether the narrator or speaker of a story is first or third person.

3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A)  identify language that creates a graphic visual experience and appeals to the senses -S

3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article)

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D)  make inferences about text and use textual evidence to support understanding; -R
(E)  summarize information  in text, maintaining meaning and logical order; -R
(F)  make connections (e.g. thematic links, author analysis) between literary and information texts with similar ideas and provide textual evidence

Writing –
3.19 Writing. Students write about their own experiences. Students are expected to:
(A)  write about important personal experiences.

3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(B)  write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing);

 

Beginning Reading Skills

3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) decode multi-syllabic words in context and independent of context by applying common spelling patterns including:
(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
(ii) doubling final consonants when adding an ending (e.g., hop to hopping)
(B)  use common syllabication patterns to decode words including:
(i)  closed syllable (CVC) (e.g., mag-net, splen-did);
(ii)  open syllable (CV) (e.g., ve-to);

3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;
(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; -S
(C)  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B)  use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
(C)  identify and use antonyms, synonyms, homographs, and homophones; -S

3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
(A)  sequence and summarize the plot’s main events and explain their influence on future events; -R
(B)  describe the interaction of characters including their relationships and the changes they undergo; -R
(C)  identify whether the narrator or speaker of a story is first or third person.

3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A)  identify language that creates a graphic visual experience and appeals to the senses -S

3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article)

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D)  make inferences about text and use textual evidence to support understanding; -R
(E)  summarize information  in text, maintaining meaning and logical order; -R
(F)  make connections (e.g. thematic links, author analysis) between literary and information texts with similar ideas and provide textual evidence

Writing –
3.19 Writing. Students write about their own experiences. Students are expected to:
(A)  write about important personal experiences.

3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(B)  write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing);

Oral & Written Conventions
3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) decode multi-syllabic words in context and independent of context by applying common spelling patterns including:
(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable); 
(ii) doubling final consonants when adding an ending (e.g., hop to hopping)
(B)  use common syllabication patterns to decode words including:
(i)  closed syllable (CVC) (e.g., mag-net, splen-did);
(ii)  open syllable (CV) (e.g., ve-to);
3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;
(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; -S
(C)  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(B)  use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
(C)  identify and use antonyms, synonyms, homographs, and homophones; -S
 
3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
(A)  sequence and summarize the plot’s main events and explain their influence on future events; -R
(B)  describe the interaction of characters including their relationships and the changes they undergo; -R
(C)  identify whether the narrator or speaker of a story is first or third person.

3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A)  identify language that creates a graphic visual experience and appeals to the senses -S

3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article)
 
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D)  make inferences about text and use textual evidence to support understanding; -R
(E)  summarize information  in text, maintaining meaning and logical order; -R
(F)  make connections (e.g. thematic links, author analysis) between literary and information texts with similar ideas and provide textual evidence
Writing –

3.19 Writing. Students write about their own experiences. Students are expected to:
(A)  write about important personal experiences.

3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(B)  write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing);

Social Studies Focus
3.1A describe how individuals, events, and ideas have changed communities, past and present
3.1B identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities
3.2B identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation
3.2C compare ways in which various other communities meet their needs
3.9A describe the basic structure of government in the local community, state, and nation
3.9B identify local, state, and national government officials and explain how they are chosen
3.9C identify services commonly provided by local, state, and national governments
3.9D explain how local, state, and national government services are financed
3.10A identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights
3.10B describe and explain the importance of the concept of “consent of the governed” as it relates to the functions of local, state, and national government.