3rd Grade English


(RI) Reading Information

ELA-03.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements. 

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Discuss the text features in informational text (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.RI.01

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-03.RI.01 Ask and answer questions to demonstrate understanding of a text (textual evidence), referring explicitly to the text as the basis for the answers.

Student Learning Targets:

Knowledge Targets

  • I can identify a key detail in an informational (non-fiction) text.

Reasoning Targets

  • I can use strategies to make sense of details presented in an informational (non-fiction) text.

Skills (Performance) Targets

  • I can locate words and details in an informational text (non-fiction) to answer questions in a text.
  • I can ask and answer questions before, during and after reading an informational text (non-fiction).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... demonstrate understanding of the text and includes main ideas when answering questions about the text.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... demonstrate understanding by including main ideas and facts along with using text features when applicable to answer questions from a text.
  • recognize or recall specific terminology, such as:
    • question words (i.e. when, who, did, how, etc.), text, evidence, paragraph, explicit
  • perform basic processes, such as:
    • formulate a question
    • answer key detail questions about a text
    • locate evidence in the text that supports the answer to a question
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrate complete understanding of the text and includes important information and main ideas supported by text evidence when answering questions from a text at the end of the transitional reading stage.
  • ask and answer questions to demonstrate understanding of a text
  • refer explicitly to the text as the basis for the answers
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the information and support answers with text evidence-supporting his/her thinking and why he/she agrees or disagrees with the information, including key words and advanced vocabulary from a text at the beginning of the fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Key details
  • Infer
  • Informational text

ELA-03.RI.02

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-03.RI.02 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Student Learning Targets:

Knowledge Targets

  • I can define main idea (who or what a text is mostly about).
  • I can recount/retell (put into my own words) the key details of an informational (non-fiction) text.

Reasoning Targets

  • I can determine the main idea of a text.
  • I can identify key details in a text and explain how they support the main idea.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... identify the main topic of a text and retell some of the important key details from events in the text.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... state a main idea and supports it with some detail, although the details may not directly support the stated main idea.
  • recognize or recall specific terminology, such as:
    • main idea, retell, recount, key and supporting details, summary, topic, text evidence
  • perform basic processes, such as:
    • identify the topic of a nonfiction text
    • distinguish between a topic and a main idea
    • distinguish between key details versus supporting details
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... state a main ideas and explains how it is supported by the key details from a text at the end of the transitional reading stage.
  • determine the main idea of a text
  • recount the key details to explain how they support the main idea
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the text including important, specific details including key vocabulary and main ideas supported by specific text evidence from a text at the beginning fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Main idea
  • Retell/recount
  • Key details
  • Summary
  • Topic

ELA-03.RI.03

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-03.RI.03 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.

Student Learning Targets:

Knowledge Targets

  • I can define event, procedure, idea and concept.
  • I can identify events, procedures, ideas, and/or concepts in different types of informational texts.

Reasoning Targets

  • I can explain how events, procedures, ideas, and concepts connect to one another.

Skills (Performance) Targets

  • I can use language that shows time (before, now, later,) sequence (first, next, last), and cause/effect (because, then if) when describing a text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Event
  • Procedure
  • Idea
  • Concept
  • Time
  • Sequence
  • Cause / Effect

ELA-03.RI.04

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-03.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RI.05

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-03.RI.05 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Learning Targets:

Knowledge Targets

  • I can identify and give examples of text features and search tools.

Reasoning Targets

  • I can explain how text features and search tools help locate information quickly.

Skills (Performance) Targets

  • I can locate information about a topic using text features and search tools.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Caption
  • Heading
  • Glossary
  • Bold Words
  • Keywords
  • Diagram
  • Highlighted Word
  • Photo
  • Title

Websites


ELA-03.RI.06

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-03.RI.06 Distinguish their own point of view from that of the author of a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RI.07

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-03.RI.07 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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RI.08

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-03.RI.08 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RI.09

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-03.RI.09 Compare and contrast the most important points and key details presented in two texts on the same topic.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RI.10

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-03.RI.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Reading Strategy
  • Comprehend
  • LIST