Reading - Literature
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Provide opportunities for students to answer questions to demonstrate understanding of a text by referring explicitly to the text using:
Key Ideas and Details
CCSS.ELA-Literacy.RL.3.2
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.
Students practice recounting stories including fables, folktales and myths using:
Explore the concept of the central message, lesson or moral of a story using:
Assist students with determining the central message, lesson or moral after reading:
Key Ideas and Details
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Craft and Structure
CCSS.ELA-Literacy.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Develop skills in distinguishing literal and nonliteral language using the
Language Arts Lesson: Writing (Yrs 3 & 4)
Looking Below the Words.
Craft and Structure
CCSS.ELA-Literacy.RL.3.5
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 successive part builds on earlier sections.
Explore the terms pertinent to different text types using the
Language Arts Lesson: Reading (Yrs 3 & 4)
Words For Texts.
Provide opportunities for students to refer to poems using specific terms using:
Craft and Structure
CCSS.ELA-Literacy.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
View the
Language Arts Lesson: Writing (Yrs 3 & 4)
Who is Telling the Story? to explore different points of view in a narrative text.
Assist students with distinguishing their own point of view with that of the narrator or those of the characters using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.3.7
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).
Provide opportunities for students to explain how illustrations contribute to what is conveyed in a story using:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.3.8
(RL.3.8 not applicable to literature)
Not applicable to Grade 3
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.3.9
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).
Compare and contrast themes, settings and plots in the following
Main Library genre stories written by the same author about the same characters:
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.3.10
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.
Provide opportunities for students to read and comprehend the Zip Stages 4, 5 and 6 literature from the
Main Library genre stories,
Timeless Tales,
Rhyme Time poems,
Graphic Classics graphic novels and the
Choose Your Own Adventure stories.
Use the Multiple Choice Questions, General
Worksheets and Learning Support
Worksheets provided for each of the
Main Library genre stories and
the Worksheets, Commentaries and Teacher Strategies provided for the
Rhyme Time poems to assist with the ongoing development of students’ comprehension skills of literature texts.
Reading - Informational Text
Content Description:
Related Ziptales Activities:
Key Ideas and Details
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Provide opportunities for students to answer questions to demonstrate understanding of an informational text by referring explicitly to the text using:
Key Ideas and Details
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Study the
Language Arts Lesson: Reading (Yrs 3 & 4)
Information Texts to assist students with identifying the main idea of an informational text and locating supporting key details.
Provide opportunities for students to practice recounting key details in informational texts using Activity 1 from the
Learning Support Worksheets for the
Main Library True Tales stories
Subway Hero,
Castaway,
The Great Houdini and
Snake! Students then
determine the main idea of these texts and explain how the key details support it.
Key Ideas and Details
CCSS.ELA-Literacy.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.
Craft and Structure
CCSS.ELA-Literacy.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Explore the meaning of general academic and domain-specific words using the
Language Arts Lesson: Reading (Yrs 3 & 4)
School and Community Words.
Use the Spelling and Vocabulary and Word Work
Worksheets for the
Main Library True Tales stories to provide opportunities for students to determine the meaning of domain-specific words.
Craft and Structure
CCSS.ELA-Literacy.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Study the
Language Arts Lesson: Reading (Yrs 3 & 4)
Finding Out to identify how features of informational texts can assist with locating relevant information about a topic.
Develop students’ skills in navigating digital texts using the
Language Arts Lesson: Reading (Yrs 3 & 4)
Digital Texts.
Craft and Structure
CCSS.ELA-Literacy.RI.3.6
Distinguish their own point of view from that of the author of a text.
Prompt and support students to distinguish their own point of view from that of the author of a text using the
True Tales
stories:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.7
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).
Study the
Language Arts Lesson: Reading (Yrs 3 & 4)
The Grammar of Pictures to identify how information can be gained from illustrations (e.g. photographs, timelines, flowcharts) in an informational text.
Students use their own illustrations to demonstrate understanding of an informational text using
Main Library General
Worksheet #1
for
Castaway and
Worksheet #2 for
The Great Houdini (
True Tales).
Use the
Children in History digital photo stories to identify how photographs can offer factual information about a text e.g. period clothing, historical events.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Identify the connection between sentences and paragraphs in a text using the
Language Arts Lesson: Writing (Yrs 3 & 4)
What is a Paragraph?
Students describe the logical connection between a sequence of steps using the
Diagnostic Tests Reading
Worksheets for Procedure.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Provide opportunities for students to compare and contrast key details of two texts on the same topic using:
Task 1 from the Activities for the Language Arts Lesson: Writing (Yrs 3 & 4) Graphic Organizers.
Topics from the Main Library True Tales stories:
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.3.10
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.
Assist with the ongoing development of students’ comprehension skills of informational texts using:
Reading - Foundational Skills
Content Description:
Related Ziptales Activities:
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
-
CCSS.ELA-Literacy.RF.3.3.a
Identify and know the meaning of the most common prefixes and derivational suffixes.
-
CCSS.ELA-Literacy.RF.3.3.b
Decode words with common Latin suffixes.
-
CCSS.ELA-Literacy.RF.3.3.c
Decode multisyllable words.
Provide opportunities for students to practice decoding multisyllable words using the focus words from the
Main Library
genre stories
Spelling and Vocabulary and
Word Work Worksheets.
-
CCSS.ELA-Literacy.RF.3.3.d
Read grade-appropriate irregularly spelled words.
Fluency
CCSS.ELA-Literacy.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
-
CCSS.ELA-Literacy.RF.3.4.a
Read grade-level text with purpose and understanding.
Utilise the
What’s my Ziptales reading level? reading engine to enable students to locate Ziptales texts suited to their reading ability in order to practice reading with accuracy and fluency.
Use the titles in the
Zip Stages 4, 5 and 6 reading lists to provide opportunities for students to read grade-level texts with purpose and understanding.
-
CCSS.ELA-Literacy.RF.3.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Encourage students to practice reading aloud to develop accuracy, appropriate rate and expression using the prose and poems from:
-
CCSS.ELA-Literacy.RF.3.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Students view the
Language Arts Lesson: Reading (Yrs 3 & 4)
Developing Reading Skills to assist with the development of effective text processing strategies.
Teachers can view the
Reading Tool Kit (3-6) webinar for a variety of practical activities for teaching effective decoding strategies.
Writing
Content Description:
Related Ziptales Activities:
Text Types and Purposes
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
-
CCSS.ELA-Literacy.W.3.1.a
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
-
CCSS.ELA-Literacy.W.3.1.b
Provide reasons that support the opinion.
-
CCSS.ELA-Literacy.W.3.1.c
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
-
CCSS.ELA-Literacy.W.3.1.d
Provide a concluding statement or section.
View the
Language Arts Lesson: Writing (Yrs 3 & 4)
Types of Texts to study the structure of opinion texts.
Provide opportunities for students to support a point of view with reasons using:
Students choose their favorite
Main Library genre story to write about explaining why it is their favorite story.
Text Types and Purposes
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-
CCSS.ELA-Literacy.W.3.2.a
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
-
CCSS.ELA-Literacy.W.3.2.b
Develop the topic with facts, definitions, and details.
-
CCSS.ELA-Literacy.W.3.2.c
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
-
CCSS.ELA-Literacy.W.3.2.d
Provide a concluding statement or section.
View the
Language Arts Lessons: Writing (Yrs 3 & 4)
Types of Texts to study the structure of informational texts.
Study the
Language Arts Lessons: Writing (Yrs 3 & 4)
What is a Paragraph? to assist students with grouping relevant information in informative/explanatory texts.
Provide opportunities for students to write informative/explanatory texts using:
Text Types and Purposes
CCSS.ELA-Literacy.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
-
CCSS.ELA-Literacy.W.3.3.a
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
-
CCSS.ELA-Literacy.W.3.3.b
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
-
CCSS.ELA-Literacy.W.3.3.c
Use temporal words and phrases to signal event order.
-
CCSS.ELA-Literacy.W.3.3.d
Provide a sense of closure.
View the
Language Arts Lessons: Writing (Yrs 3 & 4)
Types of Texts to study the structure of narrative texts.
Use the Activities for the
Language Arts Lessons: Reading (Yrs 3 & 4)
Describing a Setting and
Main Library General
Worksheet #1 for
The Attic (
Mystery)
to develop students’ understanding about how to introduce a narrative text using an effective setting.
Study the
Language Arts Lessons: Reading (Yrs 3 & 4)
Capturing Readers to develop an understanding of how authors try to effectively engage readers in narrative texts.
Springboard narrative text creation using:
Production and Distribution of Writing
CCSS.ELA-Literacy.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Guide and support students to develop and organize text types appropriate to task and purpose using
Production and Distribution of Writing
CCSS.ELA-Literacy.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Develop students’ planning, revising and editing skills using:
Production and Distribution of Writing
CCSS.ELA-Literacy.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Guide and support students with using technology to produce and publish writing using:
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.3.7
Conduct short research projects that build knowledge about a topic.
Prompt students to conduct short research projects using:
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources, take brief notes on sources and sort evidence into provided categories.
Students view the Language Arts Lessons: Reading (Yrs 3 & 4) Graphic Organizers then use the Activities to assist them with gathering information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.3.9
(W.2.9 begins in grade 4)
Not applicable to Grade 3
Range of Writing
CCSS.ELA-Literacy.W.3.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Provide opportunities for students to write over extended time frames and shorter time frames using:
-
Ideas generated from the Main Library genre stories e.g. Dr Wow (Adventure)
Extended time frame: Research an invention that changed the world OR Write an informational text about a famous inventor;
Shorter time frame: Write a narrative text about an adventure in a time machine.
- Graphic Classics The Happy Prince
Extended time frame: Worksheet #1 - Newspaper Production Team;
Shorter time frame: Worksheet #4 - Same Story, Different Genres.
Speaking and Listening
Content Description:
Related Ziptales Activities:
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
-
CCSS.ELA-Literacy.SL.3.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Provide opportunities for students to prepare for collaborative discussions about a topic using the Activities from:
Students complete Task 1 from the Activities for the
Language Arts Lessons: Reading (Yrs 3 & 4)
Graphic Organizers then share their data grids with a group studying the same topic.
-
CCSS.ELA-Literacy.SL.3.1.b
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Explore generally accepted agreed-upon rules of discussion using the
Language Arts Lessons: Oral Language (Yrs 3 & 4)
-
CCSS.ELA-Literacy.SL.3.1.c
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Use the Activities from the
Language Arts Lessons: Reading (Yrs 3 & 4)
Finding Facts for students to
practice asking questions about a text then linking their comments to the remarks of others.
-
CCSS.ELA-Literacy.SL.3.1.d
Explain their own ideas and understanding in light of the discussion.
Prompt students to explain their ideas and understanding in light of a discussion using Activities from:
- Language Arts Lessons: Oral Language (Yrs 3 & 4) Opinions.
- Language Arts Lessons: Reading (Yrs 3 & 4) Words for Texts.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Provide opportunities for students to determine the main idea and supporting details from a spoken text using the Activities from the
Language Arts Lessons: Oral Language (Yrs 3 & 4):
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Provide opportunities for students to report on a topic using the Activities from:
Students work collaboratively to tell a story using:
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Use the Commentary notes for the
Rhyme Time poems to guide students in the most effective way to present the poems orally for an audio recording.
Listen to a variety of the voiceovers from the
Main Library genre stories,
Graphic Classics,
Rhyme Time poems and
Timeless Tales
and students reflect on the fluidity of the reading.
Select a setting, character and plot in
Story Machine to create an imaginative text and present it in a visual format using sound effects and voiceovers.
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Provide opportunities for students to speak in complete sentences by clarifying reason for choices and opinions using:
Study language appropriate to task and situation using the
Language Arts Lessons: Oral Language (Yrs 3 & 4)
Ways of Speaking.
Students develop speaking skills by working together to complete the
Tell the Story and
Memory interactive puzzle challenges in
Puzzle Palace.
Language
Content Description:
Related Ziptales Activities:
Conventions of Standard English
CCSS.ELA-Literacy.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
-
CCSS.ELA-Literacy.L.3.1.a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Expand students’ knowledge of the function of grammatical conventions using:
-
CCSS.ELA-Literacy.L.3.1.b
Form and use regular and irregular plural nouns.
-
CCSS.ELA-Literacy.L.3.1.c
Use abstract nouns (e.g., childhood).
-
CCSS.ELA-Literacy.L.3.1.d
Form and use regular and irregular verbs.
Use the verb examples from the
Diagnostic Tests Grammar Worksheet:
Verbs to assist students with identifying the difference between regular and irregular verbs e.g. Regular verbs: shout/shouted; grab/grabbed; appear/appeared; Irregular verbs: break/broke; say/said; tell/told.
-
CCSS.ELA-Literacy.L.3.1.e
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
-
CCSS.ELA-Literacy.L.3.1.f
Ensure subject-verb and pronoun-antecedent agreement.
Explore rules for subject-verb agreement using:
Students practice correctly using the pronoun-antecedent agreement by completing Task 1 from the activities for the
Language Arts Lessons: Writing (Yrs 3 & 4)
What are Personal Pronouns?
-
CCSS.ELA-Literacy.L.3.1.g
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Study comparative and superlative adjectives and adverbs using;
-
CCSS.ELA-Literacy.L.3.1.h
Use coordinating and subordinating conjunctions.
-
CCSS.ELA-Literacy.L.3.1.i
Produce simple, compound, and complex sentences.
Conventions of Standard English
CCSS.ELA-Literacy.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
-
CCSS.ELA-Literacy.L.3.2.a
Capitalize appropriate words in titles.
Reinforce the rules of capitalization using the
Diagnostic Tests Punctuation Worksheet: Capital Letters.
Use the
Story Machine title function in the ‘Review’ section for students to practice capitalizing appropriate words in titles.
-
CCSS.ELA-Literacy.L.3.2.b
Use commas in addresses.
-
CCSS.ELA-Literacy.L.3.2.c
Use commas and quotation marks in dialogue.
Students practice using commas and quotation marks in dialogue using
Diagnostic Tests Punctuation Worksheets: Commas and Quotation Marks.
-
CCSS.ELA-Literacy.L.3.2.d
Form and use possessives.
Explore correct use of possessives using the
Diagnostic Tests Punctuation Worksheet: Apostrophes.
-
CCSS.ELA-Literacy.L.3.2.e
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Reinforce students’ knowledge of the conventional spelling used for irregularly spelled high-frequency words using
Diagnostic Tests
Spelling Worksheet: Common Misspellings.
Develop students’ understanding of adding suffixes to base words using:
-
CCSS.ELA-Literacy.L.3.2.f
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Study spelling patterns and generalizations using
Diagnostic Tests Spelling Worksheets: Final ‘e’,
Hard and Soft Consonants, Vowel Digraphs, Word Endings, Silent Letters and Trigraphs.
Use the
Skill Builders Spelling modules to explore:
-
CCSS.ELA-Literacy.L.3.2.g
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Encourage students to consult reference materials to check spelling using:
Knowledge of Language
CCSS.ELA-Literacy.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
-
CCSS.ELA-Literacy.L.3.3.a
Choose words and phrases for effect.
Provide opportunities for student to choose words and phrases for effect using:
-
CCSS.ELA-Literacy.L.3.3.b
Recognize and observe differences between the conventions of spoken and written standard English.
Study the
Language Arts Lessons: Writing (Yrs 3 & 4)
How Do Speech and Writing Differ? to develop students’
recognition of the differences between spoken and written standard English.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.3.4
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.
-
CCSS.ELA-Literacy.L.2.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
Students use sentence-level context as a clue to the meaning of an unknown word or phrase using
Main Library Fill the Gaps activities (at the end of each story),
Spelling and Vocabulary and Word Work
Worksheets.
Assist students to determine the meaning of multiple-meaning words by using sentence-level context in the
Main Library genre stories e.g.
the phrase ‘quickly bored’ gives a clue to the meaning of the word ‘drone’ in Page 1 of
Live Dinosaur Tour (
Adventure):
‘Professor Blake started to drone on about dinosaur fossils. Billy and Lydia were quickly bored.’ (More examples from this story are found in General
Worksheet #1).
-
CCSS.ELA-Literacy.L.3.4.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).
Use vocabulary from the
Main Library genre stories to explore words with affixes e.g.
Castaway (
True Tales) –
fortunately/unfortunately, hope/hopeless, shore/ashore, care/careful, loaded/unloaded, fool/foolish/foolishness, sharp/sharpen/sharpened, lit/unlit,
mountain/mountainside and
sleep/sleepless.
-
CCSS.ELA-Literacy.L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Teach students to use known root words as a clue to the meaning of an unknown word using examples from the
Main Library genre stories e.g.
A Monster at the Window (
Scary): insist – insistent, shape – misshapen, tremble – trembling.
-
CCSS.ELA-Literacy.L.3.4.d
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
-
CCSS.ELA-Literacy.L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Study figurative language using the
Language Arts Lessons: Reading (Yrs 3 & 4)
What Does a Poem Look Like?
Explore similes using
Main Library General
Worksheet #2 for
In Your Sleep (
Scary).
Assist students with distinguishing the literal and nonliteral meanings of words and phrases using examples
from the
Main Library genre stories e.g.
The Gremlin Vine (
Yucky): in store (pg 1), its hearts content (pg 2),
a picture of innocence (pg 3), keep watch; what a racket (pg 4), kept an eye on (pg 5), darkness fell (pg 8).
-
CCSS.ELA-Literacy.L.3.5.b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Provide opportunities for students to identify real life connections between words and their use by completing:
Use the adjectives from the
Skill Builders Grammar module Adjectives:
What are Adjectives? and the
Diagnostic Tests
Spelling
Worksheet – Adjectives for students to practice describing people and things in real life.
-
CCSS.ELA-Literacy.L.3.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
View the
Language Arts Lessons: Writing (Yrs 3 & 4)
What are Verbs For? to explore how verbs can have different shades of meaning.
Students complete
Main Library General
Worksheet #3 for
The Old House (
Scary) to explore words that describe states of mind.
Use related words that describe degrees of certainty to pose questions about a
Main Library genre story e.g.
The Attic (
Mystery)
What did the girl telling the story know, believe, wonder what, suspect was in the attic? and
A Monster at the Window (
Scary)
What do you think Kate would probably, definitely, possibly, presumably never do again?
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
View the
Language Arts Lessons: Reading (Yrs 3 & 4)
School and Community Words to explore general academic words and phrases.
Study words and phrases that signal spatial and temporal relationships using the
Skill Builders Grammar module Prepositions and associated
Worksheets.
