Grade 3 Social Studies Operational Guide Common Core Reading Standards for Literacy in History/Social Studies
3rd Grade / Reading Standards for Informational Text / Unwrapped: What students should be able to think and do. / Question Stems: Possible questions stems aligned to ELAS Standards.Core Standard
Key Ideas and Details / 3.RI.1
#1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Students should be able to create their own questions which can be explicitly answered by referring to the text:
· Preview any questions at the end of the section in order to give readers a purpose for reading.
· Read the passage.
· Identify stated facts.
· Rewrite the facts as questions (i.e. If the text says, “Arizona became a state in 1912,” then it could be rewritten as “What event happened in Arizona in 1912?”)
· Use the text features to create questions (i.e. title, headings, vocabulary words). / · What is this text mostly about?
· What do we know for sure, based on the text? (List the stated facts)
· What other details are presented?
· What is the author’s purpose?
Key Ideas and Details / 3.RI.2
#2. Determine the main idea of a text; recount the key details and explain how they support the main idea. / Students should be able to identify the main idea and key details by summarizing in their own words:
· Identify text features.
· Read one paragraph or section at a time.
· Summarize the section in one sentence.
· List key details from the text, which support your summary.
· Put the paragraph summaries together in order to determine the main idea for the entire text. / · Is your summary supported by text features (i.e. title or heading, graphics) from the original text?
· Can you turn the title or heading into a question, which can be answered by your summary?
· How do your key details support the main idea?
Key Ideas and Details / 3.RI.3
#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. / Students should be able to describe relationships regarding events, ideas or steps in a text:
· Read the passage.
· Locate key ideas, concepts, events, or steps from the text.
· Organize textual information into an appropriate format (i.e. t-chart, flow map, outline).
· Use specific words to describe time, sequence or cause/effect. / · What transition words from the text helped you find the ideas, events or steps? (i.e. If/then, because, first/next/then)?
· Did you choose the most appropriate format to organize your information, based on the text presented? (i.e. problem/solution, cause and effect, chronology)
Craft & Structure / 3.RI.4
#4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 3 topic or subject area. / Students should be able to identify and define key terms/phrases:
· Preview the vocabulary.
· Read the passage.
· Highlight/underline key terms/phrases.
· Define the key term/phrase using context clues..
· OR define the key terms/phrases using additional resources, such as the glossary, dictionary or thesaurus.
· Discuss with a partner what the key term/phrase means (putting into their own words).
· Write the key terms/phrases in your own words.
· Illustrate the key term/phrase. / · How does the author use context clues to help the reader determine the meaning of key words/phrases?
· How do text features (i.e. headings, highlighted words, illustrations) help the reader determine key words and/or definitions?
Craft & Structure
/ 3.RI.5
#5. Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / Students should be able to use text features and search tools to locate information:
· Use the title and pictures to predict the topic.
· Preview any information provided in sidebars, vocabulary lists, or hyperlinks.
· Interpret graphs, charts, maps and any other documents in the article for relevancy to the article topic.
· Examine any bold, italicized or highlighted terms/phrases. Determine why they are important enough to be bold, italicized or highlighted.
· Determine the source of each quotation. / · How does the article, title, or pictures give you a clue as to what the article is about?
· Do you understand the meaning of any bold, italicized or highlighted terms/phrases?
· What transition words are used? (i.e. If/then, because, first/next/then)
· If there are quotes, then who are the sources?
Craft & Structure
/ 3.RI.6
#6. Distinguish their own point of view from that of the author of a text. / Students should be able to identify the author’s point of view in a text. Then students should determine their own point of view about the same topic:
· Read the text.
· Decide if the reading is informational or persuasive.
· Identify the main idea.
· List key phrases or details from the text to show the author’s point of view on the given topic.
· Determine your own point of view on the topic as a reader. / · Is the article informational or persuasive? How can you tell?
· What is the main idea of the article?
· What is the author’s point of view?
· What key phrases or details from the text support the author’s point of view?
· Which context clues, vocabulary and/or ideas can be identified to help readers develop their own point of view?
Integration of Knowledge and Ideas / 3.RI.7
#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). / Students should be able to determine how visual information supports the text:
· Preview visual information by noting any titles or captions.
· Read and summarize the text.
· Determine the purpose of the visual information by using any text features included with the graphic.
· Find a connection between the visual information and the main idea of the text. / · What does the visual information tell you? How does this information differ from the text?
· How do the visual information and the text support each other?
· How is the visual information connected to the main idea of the text?
Integration of Knowledge and Ideas
/ 3.RI.8
#8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / Students should be able to describe how sentences are organized in a paragraph to promote further understanding:
· Identify the topic sentence.
· Locate transition words in the passage.
· Identify the purpose of these transition words or phrases.
· Describe how each sentence connects to the overall meaning of the paragraph. / · What is the topic?
· What is the topic sentence?
· Why are the transition words or phrases used in this text? (i.e. chronological order, cause/effect)
· How does the order of the sentences contribute to overall understanding?
Integration of Knowledge and Ideas
/ 3.RI.9
#9. Compare and contrast the most important
points and key details presented in two texts on the same topic. / Students should be able to find the similarities and differences from two texts on a given topic:
· Read both texts
· Highlight any similar vocabulary and/or phrases in both texts.
· Determine each author’s point of view.
· Use a Venn Diagram or similar structure to organize similarities and differences between the two texts. / · Do both authors have the same point of view? How can you prove it?
· Which facts and/or vocabulary are included in both texts?
· In your graphic organizer, did you use information from both texts equally?
Range and Level of Text Complexity / 3.RI.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band independently and proficiently.
Dysart Unified School District - Third Grade Social Studies Operational Guide –Common Core Reading Standards-June, 2011Page 1