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Aligned Lessons
Grade 3
Aligned Lessons
ELA: Grade 3 - READING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    3.1.R.1

Locate and use library media resources to acquire information, with assistance

    3.1.R.2

Read unfamiliar texts to collect data, facts, and ideas

    3.1.R.3

Read and understand written directions

    3.1.R.4

Locate information in a text that is needed to solve a problem

    3.1.R.5

Identify main ideas and supporting details in informational texts

    3.1.R.6

Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information, with assistance

    3.1.R.7

Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand informational texts, with assistance

    3.1.R.8

Relate data and facts from informational texts to prior information and experience

    3.1.R.9

Compare and contrast information on one topic from two different sources

    3.1.R.10

Identify a conclusion that summarizes the main idea

    3.1.R.11

Identify and interpret facts taken from maps, graphs, charts, and other visuals

    3.1.R.12

Use graphic organizers to record significant details from informational texts

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    3.2.R.1

Select literature on the basis of personal needs and interests from a variety of genres and by different authors

    3.2.R.2

Engage in purposeful oral reading in small and large groups

    3.2.R.3

Read print-based and electronic literary texts silently on a daily basis for enjoyment

    3.2.R.4

Recognize the differences among the genres of stories, poems, and plays

    3.2.R.5

Relate the setting, plot, and characters in literature to own lives, with assistance

    3.2.R.6

Explain the difference between fact and fiction

    3.2.R.7

Use previous reading and life experiences to understand and compare literature

    3.2.R.8

Make predictions, draw conclusions, and make inferences about events and characters

    3.2.R.9

Identify cultural influences in texts and performances, with assistance

    3.2.R.10

Maintain a personal reading list to reflect reading accomplishments

    3.2.R.11

Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events

    3.2.R.12

Use knowledge of story structure, story elements, and key vocabulary to interpret stories

    3.2.R.13

Use graphic organizers to record significant details about characters and events in stories

    3.2.R.14

Summarize main ideas and supporting details from imaginative texts, both orally and in writing

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
    3.3.R.1

Evaluate the content by identifying

  • the author’s purpose
  • important and unimportant details
  • whether events, actions, characters, and/or settings are realistic
  • statements of fact and opinion
    •     3.3.R.2

    Compare and contrast characters, plot, and setting in literary works, with assistance

        3.3.R.3

    Analyze information on the basis of new or prior knowledge and/or personal experience

        3.3.R.4

    Recognize how language and illustrations are used to persuade in printed and filmed advertisements, with assistance

        3.3.R.5

    Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers

        3.3.R.6

    Use opinions of teachers and classmates to evaluate personal interpretation of ideas and information

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        3.4.R.1

    Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud

        3.4.R.2

    Respect the age, gender, social position, and cultural traditions of the writer

        3.4.R.3

    Recognize the types of language (e.g., informal vocabulary and jargon) that is appropriate to social communication

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        3.LC.R.1

    Decoding Including Phonics and Structural Analysis
    Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar, but decodable, grade-level words

    		 
        3.LC.R.2

    Decoding Including Phonics and Structural Analysis
    Decode by analogy using knowledge of syllable patterns (e.g., CVC, CVCC, CVVC) to read unfamiliar words, including multisyllabic grade-level words that are part of word families

        3.LC.R.3

    Decoding Including Phonics and Structural Analysis
    Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)

        3.LC.R.4

    Fluency
    Sight-read automatically grade-level high-frequency words and irregularly spelled content words

        3.LC.R.5

    Fluency
    Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression (target benchmark at grade 3: 115 WPM) (Davidson, M., & Towner, J. (2000). Reading Screening Test. Bellingham, WA: Applied Research and Deve

        3.LC.R.6

    Background Knowledge and Vocabulary Development
    Study categories of words to learn grade-level vocabulary

        3.LC.R.7

    Background Knowledge and Vocabulary Development
    Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning

    		 
        3.LC.R.8

    Background Knowledge and Vocabulary Development
    Connect words and ideas in books to spoken language vocabulary and background knowledge

        3.LC.R.9

    Background Knowledge and Vocabulary Development
    Learn new vocabulary and concepts indirectly by reading books and other print sources

        3.LC.R.10

    Background Knowledge and Vocabulary Development
    Identify specific words causing comprehension difficulties in oral or written language

        3.LC.R.11

    Background Knowledge and Vocabulary Development
    Use a dictionary to learn the meanings of words and a thesaurus to identify synonyms and antonyms

        3.LC.R.12

    Comprehension Strategies
    Read grade-level texts with comprehension and for different purposes

        3.LC.R.13

    Comprehension Strategies
    Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, attend to vocabulary, self-correct) to clarify meaning of text

        3.LC.R.14

    Comprehension Strategies
    Work cooperatively with peers to comprehend text

        3.LC.R.15

    Comprehension Strategies
    Organize and categorize text information by using knowledge of a variety of text structures (e.g., cause and effect, fact and opinion, directions, time sequence)

        3.LC.R.16

    Comprehension Strategies
    Use knowledge of structure of imaginative text to identify and interpret plot, character, and events

        3.LC.R.17

    Comprehension Strategies
    Listen to or read grade-level texts and ask questions to clarify understanding

        3.LC.R.18

    Comprehension Strategies
    Listen to or read grade-level texts and answer literal, inferential, and critical/application questions

        3.LC.R.19

    Comprehension Strategies
    Summarize main ideas of informational text and details from imaginative text orally and in writing

        3.LC.R.20

    Comprehension Strategies
    Support point of view with details from the text

        3.LC.R.21

    Comprehension Strategies
    Lead and participate in discussion about grade-level texts by integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)

        3.LC.R.22

    Comprehension Strategies
    Demonstrate comprehension of grade-level text through creative responses, such as writing, drama, and oral presentations

        3.LC.R.23

    Comprehension Strategies
    Infer underlying theme or message of written text

        3.LC.R.24

    Motivation to Read
    Show interest in a wide range of grade-level texts, including historical and science fiction, folktales and fairy tales, poetry, and other imaginative and informational texts

        3.LC.R.25

    Motivation to Read
    Read voluntarily for own purposes and interests

        3.LC.R.26

    Motivation to Read
    Show familiarity with titles and authors of well-known grade-level literature

    		 
        3.LC.R.27

    Motivation to Read
    Read independently and silently, including longer fiction and chapter books

    		 
     
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