This text resource illustrates the Standards Map for the Grade 3 Reading Literature Standards domain in the Common Core State Standards.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Ask (Questions)
1 - Answer (Questions)
2 - Demonstrate (Understanding)
1 - Refer (Text for answers)
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4 - I can ask questions to demonstrate understanding of text.
1 - I can answer questions to demonstrate understanding of text.
2 - I can demonstrate understanding of a text.
2 - I can refer explicitly to the text as the basis for answers.
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A. Text understanding is demonstrated by referencing text to answer questions.
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A.1 Given text, how do I demonstrate understanding of the text?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Determination
Explanation of conveyance
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1 - Recount (Stories)
3 - Determine (Central message, lesson, moral)
2 - Explain (Conveyance via key details)
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1 - I can recount stories, including fables, folktales, and myths from diverse cultures.
3 - I can determine the central message, lesson, or moral.
2 - I can explain how central message, lesson or moral are conveyed through key text details.
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A. Central messages, lessons and morals are conveyed through key text details, often reflecting aspects of culture.
B. Aspects of the culture are reflected in the thoughts, actions, feelings, decisions of the characters of stories.
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A.1 How are key messages conveyed or presented in different cultures ?
B.1 Why do stories vary from culture to culture?
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Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Characters
Expanations
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2 - Describe (Characters)
2 - Explain (Action contribution to sequence of events)
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2 - I can describe a character's traits, motivations, or feelings.
2 - I can explain how character actions contribute to sequence of events.
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A. Character actions, motivations, traits or feelings contribute to sequencing.
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A.1 How can I show sequence in describing characters ?
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Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Determine (Word meaning)
2 - Determine (Phrase meaning)
3 - Distinguish (Literal from nonliteral language)
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2 - I can determine word meaning as used in text.
2 - I can determine phrase meaning as used in text.
3 - I can distinguish literal from nonliteral language.
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A. Distinguishing literal from nonliteral language requires determining how words are used in text.
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A.1 How can I determine literal or nonliteral word or phrase meaning?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Refer (Parts of a story, drama, poem)
2 - Write (About text)
2 - Speak (About text)
2 - Use (Terms)
2 - Describe (Building of successive sections)
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2 - I can refer to parts of stories, dramas, and poems when writing about a text.
2 - I can write about text.
2 - I can speak about text.
2 - I can use terms such as chapter, scene and stanza.
2 - I can describe how each successive part builds on earlier sections.
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A. Terms like chapter, scene, and stanza are used to describe parts or sub-sections of stories, dramas or poems.
B. A story or drama builds with each scene or chapter, and a poem builds with each stanza.
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A.1 How are terms like chapter, scene and stanza useful?
B.1 How do successive parts relate to earlier parts in a story, drama, or poem?
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Distinguish their own point of view from that of the narrator or those of the characters.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Point of view
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2 - Distinguish (Point of view)
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2 - I can distinguish my own point of view from that of the narrator or those of the characters.
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A. Stories are written from the perspectives of different characters or the narrator, and these may differ from the reader's point of view.
B. Point of view will vary with the perspective shifted from one person to another. In first person narration, the character is within the story and may not know all details.
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A.1 How is point of view varied?
B.1 How might a story told from first person differ from one told by a narrator?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text illustrations
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2 - Explain (Illustration contribution)
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2 - I can explain how specific aspects of text illustrations contribute to what is conveyed by words in a story.
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A. Illustrations convey meaning beyond words in stories by showing mood, setting or other points of the writing.
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A.1 How do illustrations contribute to text understanding?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Compare (Themes of stories)
3 - Compare (Settings of stories)
3 - Compare (Plots of stories)
1 - 3: Contrast (Themes)
1 - 3: Contrast (Settings)
1 - 3: Contrast (Plots)
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3 - I can compare themes of stories by the same author about same or similar characters.
3 - I can compare settings of stories by the same author about same or similar characters.
3 - I can compare plots of stories by the same author about same or similar characters.
3 - I can contrast themes of stories by the same author about same or similar characters.
3 - I can contrast settings of stories by the same author about same or similar characters.
3 - I can contrast plots of stories by the same author about same or similar characters.
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A. Settings, plots and themes in writings by the same author can vary with each story in a series.
B. Readers enjoy reading for what they know fits and familiarity keeps readers returning to see what is new.
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A.1 How can writings by the same author be compared or contrasted?
B.1 Why might a reader continue reading the same series?
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By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Literature)
2 - Comprehend (Literature)
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1 - I can read literature including stories, dramas, and poetry in the grades 4-5 complexity.
2 - I can comprehend literature.
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A. Scaffolding in reading allows readers to connect reading with prior knowledge, preparing them to comprehend more easily and quickly.
B. Students read aloud and discuss strategies for figuring out challenging literature.
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A.1 How do I understand more complex literature?
B.1 Why am I able to read aloud at a higher level?
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