3rd Grade English


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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-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-03.RI.01 Ask and answer questions to demonstrate understanding of a text, 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)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student is able to 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.

  

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student demonstrates 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.


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student demonstrates understanding by including main ideas and facts along with using text features when applicable to answer questions from a text.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student demonstrates understanding of the text and includes main ideas when answering questions about the text.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key details
  • Infer
  • Informational text

 


ELA-03.RI.02

ELA-03 Targeted Standards
(RI) Strand: Reading Information
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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student states a main ideas and explains how it is supported by the key details from a text at the end of the transitional reading stage.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student states a main idea and supports it with some detail, although the details may not directly support the stated main idea.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student can identify the main topic of a text and retell some of the important key details from events in the text.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-03.RI.03

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
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 (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-03.RI.04

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.RI.05

 

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-03.RI.05 Use text features and search tools 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 (Rubric) Scale

Score   Description Sample Activity
4.0


  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

ELA-03.RI.06

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.RI.07

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-03.RI.07 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.RI.08

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-03.RI.08 Describe the logical connection between particular sentences and paragraphs in a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.RI.09

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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