I-CANyons Parent Toolkit for Third Grade Language Arts (ELA)
Reading Literature: I CAN...
Standard
Ask and answer questions to demonstrate understanding referring to the text.
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Core Standard
RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
In Other Words
In a text, students ask and answer questions regarding the plot of a piece of literature. For example, in Patricia MacLachlan's Sarah Plain and Tall, students should be about to refer explicitly to the book to form the basis for their answers.
Informational texts describe real things, places or events. For example, a book about pandas or how to make smoothies are examples of informational text. After reading this type of text your child should have learned new facts and details about the topic. When listening to a speaker, at appropriate times a student is able to ask and answer quesions about the information given from the speaker. Answers should be formed in complete sentences with details and examples given from information presented. |
If Mastered
Activity 1: Using a different text, students teach a parent or sibling how to ask and answer questions related to plot. Once your child feels comfortable identifying the literary elements and author's purpose then apply these same elements to novels.
Activity 2: Read and Ask. After reading a text of their choice, your child rolls a question cube to demonstrate understanding (C.027, pg. 9-11 Click Here. Activity 3: Strategic Strategies C.032 Click Here. Activity 4: Instead of answering questions, be the creator of the questions. Question Creation (C.039, pgs. 1-4) Click Here Activity 5: Question Cards C.037 Click Here With your child, identify a specific purpose(s) for listening (e.g., to gain information, to be entertained). Ask questions about what the information learned. Ask your child to also ask questions about the information. |
If Not Yet Mastered
Parent models asking and answering questions with student. Then student asks and answers questions referring to the text.
Activity 1: Explain that each story contains literary elements: characters, setting, plot and theme. Activity 2: Story Element Web C.006, Click Here. Activity 3: Retell Recap C.011 Click Here. Activity 4: Another other important concept to understand is the Author's Purpose for writing a story. Authors write to persuade, to inform, to entertain and to express emotion. Teachers often teach author's purpose with the acronym pie + ee (persuade, inform, entertain + express emotion). After reading a story ask your child to point out the author's purpose. As a treat, eat pie. Activity 5: Persuade, Inform and Entertain Sort C.023, Click Here. Activity 6: Stop and Ask C.038, Click Here. Activity 7: Answer Know-How C.036, Click Here. Activity 8: Parent and child can discuss a grade level topic and focus on what types of questions would be appropriate to ask to gain more detail. Parent and child can also visit: Click Here. Together listen to a story and respond in writing; learn and use several comprehension strategies including self-questioning, retelling, predicting, summarizing, and assuming the role of a character to respond to questions in journal format; share journal responses orally to stimulate discussion, express opinions, and deepen their understanding of the story. |
Standard
Identify the main idea and key details.
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Core Standard
RL3.2 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.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. SL3.2 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. |
In Other Words
Students are able to identify the theme of the passage or story. Choose the main idea (most important idea about the topic) and find supporting details (small pieces of information that tell more about the main idea).
After reading an informational text, students should be able to identify the main idea and key details and show where that comes from in the text. Students are able to give the main idea and details of information in charts, graphs, presentations and text. |
If Mastered
Activity 1: Strategies Game C.041 Click Here
Activity 2: Strategy Success Game C.044 Click Here Activity 3: Sum-Thing Special C.040 Click Here Activity 1: Read an informational (expository) text of your choosing and identify the main idea and details. Expository Text Structure (C.014, pgs. 10 -12). Click Here. Extend your learning about a subject by using other sources such as an encyclopedia or the internet. Add new information to your graphic organizer. Activity 2: What's the Big Idea? C.018, Click Here Activity 1: Do lesson extensions beginning on page 5 of the pdf link listed here: Click Here Activity 2: Determine main ideas and details from the articles on Martin Luther King and Harriet Tubman from the above link. |
If Not Yet Mastered
Activity 1: The Main Events C.004 Click Here
Activity 2: Story Mapping C.009 Click Here. Your child should strive to be able to identify the topic of any passage or story, then choose the main idea and find supporting details. What lesson did the character learn in this story? What would be another good title for this story? When does this story most likely take place? Can you state the theme of the story? These are all important questions to ask. Activity 3: Explain that informational (expository) text are synonyms. Read the provided informational text and identify the main idea and details. Expository Text Structure: Main Idea Highlights (C.015, pg. 13) Click Here. Activity 4: Distinguishing Details, C.016 Click Here. Activity 5: Read an informational text and answer these types of questions: This text is mainly about? What is the main idea? The second paragraph is mostly about? From the (detail), you can tell that ____. Why does ___ do ____? What is the main purpose of paragraph three? Activity 6: Click Here Activity 7: Use ideas off of this website to build main idea, details and ability to summarize from listening. Click Here |
Standard
Recognize the structure (e.g., sequence, stanza, images).
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Core Standard
RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 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. RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 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). RI3.7 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 occurs. |
In Other Words
After reading a passage or story the student should have a good understanding about the characters in the story (e.g., identify their personality traits, their motivations, or feelings). The student should be able to choose adjectives to describe the characters. Once these adjectives have been chosen, then the student can begin to describe, using the adjectives, the characters feelings, traits and motivations. Ask the student to tell: How did the character feel when? Why did the character do what they did? What are the characters like?
A graphic source is an image that helps you understand what you read. Graphic sources include: maps, photos, illustrations, graphs, diagrams and captions. |
If Mastered
Activity 1: If your child can easily describe a character, fill in this a character analysis. Character Characteristics (C.001, pgs.1-2) Click Here.
Activity 2: Compare-A-Character (C.002), pgs. 4-7) Click Here. Activity 3: Plotting the Plot C.005AMI Click Here. Activity 4: Instead of answering questions, be the creator of the questions. Question Creation (C.039, pgs. 1-4), Click Here. Activity 5: Question Cards C.037 Click Here. Activity 6: Look at a map of your state. Point out the map key. Generate questions like: Which city is the farthest east on the map? Which city seems the largest? Find your hometown. What other cities are close to your hometown? |
If Not Yet Mastered
Activity 1: Check-A-Trait C.003 Click Here.
Activity 2: Character Connections C.002 Click Here. Activity 3: Plot Plan C.006 Click Here. Find a book with several graphic sources. Study each graphic source carefully. Read the text and examine the graphic source. |
Standard
Compare and contrast the author's and reader's point of view.
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Core Standard
RL3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RI.3.6 Distinguish their own point of view from that of the author of a text. RL3.9 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). RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. |
In Other WordsStories are written from different points of view. The two points of view taught in the third grade are first person (the speaker is telling the story), and third person (a narrator is telling the story).
Students will compare and contrast the theme (message), setting (where the story takes place), and plots (story line) of stories written by the same author about the same or similar characters. After reading two texts on the same topic, your child should be able to state how they are alike and how they are different. |
If Mastered
Activity 1: When reading a book together, ask which point of view is being used.
Activity 2: Write two different stories about the same event. Write one story in first person using the clue words, I, me, my, our, us and we. Then rewrite the story in third person using the clue words, he, she, him, her, his, hers, they and them. Activity 3: Share with a family member or friend the informational books you have read. As you share make sure you mention which point of view it is written in and talk about the point of view. Activity 4: Transfer your knowledge to writing. Write two different informational paragraphs. Write one paragraph in first person using the clue words I, me, my, our, us and we. Then rewrite the paragraph in third person using the clue words he, she, him, her, his, hers, they and them. Activity 5: Read two different versions of Cinderella and compare and contrast the two versions using a venn diagram. Side by Side Stories C.010 Click Here. Activity 6: Read the American version of Little Red Riding Hood then read Lon Po Po by Ed Young, the Chinese version of Little Red Riding Hood. Compare and contrast the two versions. Use the Side by Side story templates from the fcrr website. C.010 Click Here. Activity 7: Talk with your child and talk about the technology you grew up with and compare and contrast them with today's technology. |
If Not Yet Mastered
First person point of view uses words like: I, me, my, our, us and we. The third person point of view narrates a story, and uses words like: he, she, him, her, his, hers, they and them. Ask: Who is telling this story? Which point of view is being used in this story? How do you know?
An autobiography is written in first person. The clue words are I, me, my, our, us and we. A biography is written in third person. The clue words are he, she, him, her, his, hers, they and them. Activity 1: Write a sentence for each first person pronoun. 1. I like to swim. 2. I think my teacher likes me. Continue by writing sentences using the third person pronouns. Activity 2: Look for a book written in first person and a book written in third person. Have your child point out the pronouns. Define compare and contrast. Compare, tells how two or more things are alike. Contrast tells how two or more things are different. Activity 3: Compare-A-Story C010 Click Here. Activity 4: Read two texts that are about the same topic. Use a Venn diagram to compare and contrast.use with Compare-A-Story C010 Click Here. Activity 5: Fill in the Venn diagram to compare and contrast the two styles of dining. For example eating at fast food restaurant versus a dine in restaurant. |
