Third Quarter /
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4Reading: Literary
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Prerequisites:
· use key words to determine what information is being sought in a question
· use key words to locate information in a literary text to answer questions
· answer who, what, where, when, why, and how questions
formulate who, what, where, when, why, and how questions
Know:
· details and examples from literary text can be used as textual evidence to support an answer
· explicit references are based on exactly what is written in literary text
Do:
· ask questions about literary text referring to specific details
· answer questions about a literary text using explicit references to support their answer
· find evidence within a literary text to support an answer
· refer to text to support their conclusion
ELAGSE3RL2: 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.
Prerequisites:
· determine the central message, lesson, or moral of a story
· identify cultural details which help convey a central message, lesson, or moral
· determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message
Know:
· stories come from various cultures and time periods, and they are an important part of literature
· stories can teach us a lesson or send us a message that relates life and the world around us
· a moral is a lesson that can be inferred from a story
· a fable is a short story that contains a moral or a lesson to learn
· a folktale is a story that has been handed down orally over generations
· a myth is a story that contains sacred aGSEounts of supernatural beings that can be used to illustrate a cultural belief
· to recount means to retell
Do:
· analyze text to determine the central message, lesson, or moral of a piece of literary text
· use explicit and implicit details from the text to explain how the message, lesson, or moral is communicated
ELAGSERL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Prerequisites:
· identify major events in a story
· identify challenges in a story
· describe how a character responds to major events in a story
· describe how a character responds to challenges in a story
Know:
· the sequence of events is the order of the noteworthy happenings in the story
· a character can be described based on his/her traits, motivations, feelings, thoughts, or interactions
· a character's actions can contribute to or alter the sequence of events in a story
Do:
· identify character actions in a story
· identify the sequence of events in a story
· describe characters in a story based on their traits, motivations, feelings, thoughts, or interactions
· explain how a character's actions contribute to or alter the sequence of events in a story
ELA3RL6: Distinguish their own point of view from that of the narrator or those of the characters.
Prerequisites:
· identify the point of view from which the story is told and provide evidence
· identify where and when the point of view changes between characters in the story
read a story aloud, speaking in different voices for each of the characters during dialogue
Know:
· point of view is the perspective from which a story is being told
· stories may be told from the narrator's point of view or from a character's point of view
· readers can formulate their own personal point of view or opinion about events in the text based on their background knowledge and what the author allows the reader to see and hear in the story
Do:
· determine the narrator's and/or character's point of view in a story
· formulate their own point of view in a story
explain the differences between their own point of view and the narrator's/character's point of view
ELAGSERL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Prerequisites:
· identify and describe characters based on evidence from a text and its illustrations
· identify and describe the setting based on evidence from a text and its illustrations
identify the plot as the sequence of events, including the problem and solution
Know:
· aspects of illustrations (e.g., color, positioning, size) contribute to what is conveyed by the words in a text
· the mood in a text
· the character traits in a text
· the setting in a text
Do:
· explain how aspects of a text's illustrations contribute to what is conveyed by the words in a text
· explain how aspects of a text's illustrations contribute to creating mood in a text
· explain how aspects of a text's illustrations contribute to emphasizing aspects of a character in a text
· explain how aspects of a text's illustrations contribute to emphasizing aspects of the setting in a text
ELAGSE3RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Prerequisites:
· explain how two or more texts are different versions of the same story
· explain in what ways two or more versions of the same story are similar
explain in what ways two or more versions of the same story are different
Know:
· theme is a unifying message that is incorporated throughout a literary work
· setting is the location in which the story takes place; including the time in history, and the culture of the characters in a text
· plot is the main sequence of that plot is the main sequence of events in a text
· theme, setting, and plot in a text
Do:
· compare how themes, settings, and plots are similar in stories written by the same author about the same or similar characters (e.g., in books from a series)
· contrast how themes, settings, and plots are different in stories written by the same author about the same or similar characters
ELAGSE3RL4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Prerequisites:
· identify regular beats, alliteration, rhymes, and repeated lines
· explain how rhythmic words and phrases add meaning to a story, poem, or song
Determine the meaning of words and phrases both literal and non-literal language as they are used in the text.
Know:
· literal language refers to language that does not deviate from its common defined usage
· nonliteral language is language that requires the reader to interpret meaning that is not explicitly stated
· a phrase is a sequence of words with meaning
· context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word
Do:
· determine the meaning of literal words and phrases within a text
· determine the meaning of nonliteral words and phrases within a text
· distinguish between literal and nonliteral language
· use context clues to determine the meaning of words and phrases within a text
· use prior knowledge to determine the meaning of words and phrases within a text
ELAGSE3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each suGSEessive part builds on earlier sections
Prerequisites:
· determine the theme/themes of the text using details from the text to support their thinking
· write a summary using details from the text
Know:
· theme is the central idea or underlying message of the text theme of a story is woven all the way through a story, drama, or poem
· characters actions, interactions, and motivations all reflect the theme
· theme is usually not stated directly in the text, but must be inferred from details in the text
· a character's response to challenges (actions/reactions) supports the overall theme of a story, drama, or poem how a speaker addresses a particular subject contributes to the theme
· stories, dramas, and poems may or may not have more than one theme or central idea
· a summary contains only the most important details from the text
Do:
· determine the theme/themes of the text using details from the text to support their thinking
· analyze how a character's response to challenges in a text impacts the theme of a story, drama, or poem
· analyze how a speaker's reflection upon a topic impacts the theme
· write a summary using details from the text
ELAGSE3RL10: 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.
Prior Learning (GSEGPS) Students are expected to read within the Lexile levels of 450-790 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.
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4Reading Informational
ELAGSE3RI1: 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)
Pre-requisite:
· answer who, what, where, when, why and how questions about an informational text
· formulate who, what, where, when, why and how questions about an informational text
· determine what information they are being asked to find in the text
· monitor their comprehension of a text by asking appropriate questions as they read
Know:
· details and examples from informational text can be used as evidence to support an answer
· readers refer to explicit information in an informational text to support their conclusions
· explicit information is stated directly in the informational text
Do:
· ask questions about an informational text referring to explicit details and examples from the text
· answer questions about an informational text using explicit details and examples from the text to support their answer
· find evidence within an informational text to support an answer
· refer to text when drawing conclusions
ELAGSE3RI2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Pre-requisite:
· define indent as leaving a blank space at the beginning of a paragraph
· determine the main topic of an informational text
· determine the topic of each paragraph within the text
· explain how the various paragraphs support the main topic of the text.
Know:
· main idea of a text is the central thought or point the author is making about a topic
· recount means to retell with details
· main idea is often stated explicitly in informational text
· an author will often use signal words to introduce supporting details (e.g., such as, also, for example, one reason)
Do:
· identify details from the text that were used to determine the main idea
· explain how the details from the text support the main idea
· determine the main idea of a text
· use signal words to locate supporting details in the text
ELAGSE3RI3: 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.
Pre-requisite:
· describe connections between technical procedures, historical events, and scientific ideas or concepts
Know:
· relationships between historical events, technical procedures, and scientific ideas and concepts
· language that pertains to time, sequence, and cause/effect
Do:
· through speaking and writing, describe relationships between historical events, technical procedures, and scientific ideas and concepts
· use language that pertains to time, sequence, and cause/effect
ELAGSE3RI6: Distinguish their own point of view from that of the author of a text.
Pre-requisite:
· determine what the author wants to answer, explain, and describe within the text
· determine the main purpose of a text
give examples of words, phrases, or sentences which indicate what the author wants to answer, explain, or describe
Know:
· a point of view is someone's way of thinking about or position on a subject
· readers develop their own point of view when reading a text
· an author writes a text from his/her own point of view
· their point of view on a subject does not have to be the same as the author's point of view
· a point of view can be influenced by a person's background and experience
Do:
· identify the author's point of view in a text
· identify their own point of view on the same subject
· compare their own point of view with the author's, noting the similarities and differences
· describe how the author's point of view is shaped by background and experience (e.g., difference in generation, location, social status, etc.)
ELAGSE3RI8: Describe the logical connection between particular sentences and paragraphs in a text (eg, comparison, cause/effect, first/second/third in a sequence).
Pre-requisite:
· explain what information from the text helps a reader understand the author's message
· explain why the author would include certain information in the text
Know:
· comparison is telling the similarities and differences between two or more things
· comparisons within a text
· that cause/effect describes why one or more events oGSEurred
· cause/effect within a text
· that sequential order of a text describes events in the order they happened or tells the ordered steps to do or make something
· sequential order within a text
· authors use different structures to present information within a text
Do:
· determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential order· describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points
ELAGSE3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.
Pre-requisite:
· identify similarities in and differences between two informational texts on the same topic using the illustrations in the text
· identify similarities in and differences between two informational texts on the same topic using the descriptions in the text
· Identify similarities in and differences between two informational texts on the same topic using the
procedures in the text
Know:
· that important points in a textare the most important pieces of information the author gives the reader
· that key details in a text are pieces of information that support the important points
· that some details are more important than others
Do:
· compare and contrast how two informational texts on the same topic present the most important pointscompare and contrast how two informational texts on the same topic present the key details
Credit for Templates: