Third Quarter – Unit 2 /
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4Reading Informational
ELACC3RI1: Ask and answer questions to demonstrate understanding of instructional texts, referring explicitly to the text as the basis for the answers (Ask/Answering Questions, Predicting, Inferring, Making Connections)
Prior Learning (CCGPS) Students have been asking and answering questions to demonstrate understanding since Kindergarten. Justifying their answers from text is new learning.
· Read attentively for understanding
· Ask higher order questions to self-monitor while reading
· Answer higher order questions and refer to text to support answers
· Make predictions based on text and support prediction with examples from text
· Make inferences based on text and support inference with examples from text
· Identifies and infers cause-and-effect relationships and draws conclusions.
ELACC3RI2: Determine the main idea of a text; recount the key details, and explain how they support the main idea. (Determining Importance)
Prior Learning (CCGPS) Introduced in second grade. Supporting the main idea through key details is new learning.
· Identify main ideas and decide which details support that main idea
· Refer to text to support the connection between main idea and details
· Be able to describe the relationship between main idea and key details
ELACC3RI3: 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.
Prior Learning (CCGPS) Introduced in second grade. Specific transitional words pertaining to time, sequence and cause and effect are new.
Identify the events, key ideas/ concepts, steps in informational texts
· Identify and describe how informational and technical texts are structured
· Explain how ideas, events, steps are connected
· Describe the connection between a series of historical events using the following organizational structures:
o chronological order
o sequencing
o cause and effect
· Describe the connection between scientific ideas using the following organizational structures:
o chronological order
o sequencing
o cause and effect
· Describe the connection between steps in a technical procedure using sequencing to organize
ELA3.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. (Inferring)
Prior Learning (CCGPS) Introduced in second grade. (Text complexity, topic, and subject area will be new.)
· Use context clues to help unlock the meaning of unknown words/phrases in informational text
· Determine the appropriate definition of words that have more than one meaning
· Use print/digital resources to determine meaning of unknown academic or domain-specific words
· Use known affixes and root words to determine meaning of unfamiliar words
· Use context clues to help unlock the meaning of unknown words/phrases in informational text
· Determine the appropriate definition of words that have more than one meaning
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ELA3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. (Determining Importance)
Prior Learning (CCGPS) Introduced in second grade.
· Identify and use text features, e.g.:
o titles
o table of contents
o chapter headings
o captions
o bold print
o subheadings
o glossaries
o index
· Identify and use search tools, e.g.:
o electronic menus
o key words
o sidebars
o hyperlinks
o icons
ELACC3RI6: Distinguish their own point of view from that of the author of a text.
Prior Learning (CCGPS) New learning.
· Determine author’s purpose
· Determine the point of view of the author of a text
· Make connections between texts and/or personal experiences
· Formulates and defends point of view about a text.
· Compare point of view to that of the author
ELA3.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).
Prior Learning (CCGPS) This is new learning
· Identify the information given in images and illustrations
· Integrate information from graphics/images/ illustrations with words from the text to make meaning
· Explain how the information in illustrations contributes to an understanding of the text in which it appears
· Use information gained from illustrations and the words in a text to demonstrate understanding of the text
ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Prior Learning (CCGPS) New learning.
· Identify organizational patterns/structure:
o Chronological order
o Question and answer
o Comparison/contrast (similarity/difference)
o Cause and effect
o Sequencing
· Identify transition words and phrases that help organize text in a certain way
· Refer to text to explain/justify the organizational structure and the connection between sentences and paragraphs
ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.
Prior Learning (CCGPS) Introduced in second grade. The addition of key details is new learning.
· Distinguish the most important points in informational text
· Distinguish the key details in an informational text
· Compare important points and key details in two different texts on the same topic
· Contrast important points and key details in two different texts on the same topic
ELACC3RI10: 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.
Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 90 words per minute by the end of second grade. Students should be able to read at a rate of 120 words per minute by the end of third grade.
· Read between the Lexile ranges of 450-790
· Demonstrate understanding of the text they read by answering higher order questions
· Independently choose to read various genres
Reading Foundational
ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
Prior Learning (CCGPS) In second grade, students decoded words with prefixes and suffixes
· Identify and know common prefixes: un-, re-, dis-, in-, pre-
· Know that derivational suffixes mark the part of speech of the suffixed word
· Know that suffixes such as -ment, -ity, and -ation turn words into nouns, and use that knowledge to decode unfamiliar words
· Know that suffixes such as -ful, -ous, and -al turn words into adjectives, use that knowledge to decode unfamiliar words
· Know that -ly turns words into adverbs (usually), use that knowledge to decode unfamiliar words
· Use knowledge of roots, prefixes, and suffixes to infer word meaning
b. Decode words with common Latin suffixes.
Prior Learning (CCGPS) New learning
· See Most Common Roots and Affixes list
ELACC3RF4: Read with sufficient accuracy and fluency to support comprehension.
Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 90 words per minute by the end of second grade. Students should be able to read at a rate of 120 words per minute by the end of third grade.
a. Read on-level text with purpose and understanding.
· Identify a purpose for reading.
· Use appropriate strategies to understand different types of texts.
Language
ELACC3L4: 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.
b. 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).
Prior Learning (CCGPS) Introduced using prefixes in second grade. Suffixes are new learning.
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Prior Learning (CCGPS) Introduced in second grade.
· Break words into prefixes, root words, and suffixes and analyze them to determine meaning
ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and non-literal meaning of words and phrases in context (e.g., take steps). Ties nicely to ELACC.3RL.
Prior Learning (CCGPS) This is new learning.
· Differentiate between the concepts of literal and non-literal.
· Recognize that word combinations have different meanings in different contexts.
· Apply knowledge of literal and non-literal meaning to understand text.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Third Quarter Unit 2
Reading Common Core
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