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Unit 1: Reading Literary Texts: Overcoming Learning Challenges -- School and Education

• RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
• 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.
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  • Ask questions to check understanding of information resented, stay on topic, and link their comments to the remarks of others.
  • Explain their own ideas and understanding in light of the discussion.
• SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• 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.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
• W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  • Provide reasons that support the opinion.
  • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  • Provide a concluding statement or section.
• W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Unit 2: Reading and Writing to Inform: Overcoming Learning Challenges--Books

• RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
• 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.
• RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
• RI.3.10: 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.
• 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.
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
• SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• 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.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
• W.3.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
• W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
• W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.

Unit 3: Writing to Inform: Overcoming Learning Challenges--Reading

• RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• 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.
• 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.
• RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
• 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.
• RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• 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.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
• W.3.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
• W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.