This text resource illustrates the Standards Map for the Grade 3 Reading Informational Text Standards for the Information Text 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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1 - Ask (Questions)
1 - Answer (Questions)
2 - Demonstrate (Text understanding)
2 - Refer (To text for answers)
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1 - I can ask questions to demonstrate understanding of a text.
1 - I can ask questions to demonstrate understanding of a text.
1 - I can demonstrate understanding of text.
1 - I can refer to the text to answer questions.
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A. Text and context are the basis of correct reading answers.
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A.1 How do I know if reading answers are correct?
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Determine the main idea of a text; recount the key details and explain how they support the main idea.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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3 - Determine (Main idea)
1 - Recount (Key details)
4 - Explain (Supports)
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3 - I can determine the main idea of a text.
1 - I can recount the key details.
4 - I can explain how the key details support the main idea.
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A. Main ideas can be supported by key details. This may include rephrased topics and sub-points.
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A.1 How do I recognize main ideas?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Relationship
Language
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3 - Describe (Series relationships)
2 - Use (Pertinent language)
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3 - I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2 - I can use language that pertains to time, sequence, and cause/effect.
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A. Relationships between ideas are described by time, sequence, and cause/effect.
. Historical relates to time; scientific concepts and technical procedures relate to sequencing of steps and cause and effect.
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A.1 How are relationships between historical, scientific or technical ideas described?
B.1 How do I distinguish historical events from scientific concepts or technical procedures?
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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Meaning
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2 - Determine (Meaning of general academic words)
2 - Determine (Meaning of domain-specific words)
2 - Determine (Meaning of phrases)
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2 - I can determine the meaning of general academic words.
2 - I can determine the meaning of domain-specific words in a text.
2 - I can determine the meaning of phrases in a text.
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A. Words and phrases can be understood by considering topic within subject context and relating it to previously learned information or experience.
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A. How can I understand Grade 3 words or phrases?
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Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Information/Search Tools
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2 - Use (Text features)
2 - Use (Search tools)
1 - Locate (Information)
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2 - I can use text features (e.g., key words, sidebars, hyperlinks).
2 - I can use search tools (e.g., key words, sidebars, hyperlinks).
1 - I can locate information relevant to a given topic efficiently.
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A. Text features such as key words and sidebars, as well as search tools, help readers locate information efficiently.
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A. How can I locate relevant text information efficiently?
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Distinguish their own point of view from that of the author of a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Distinguish (Points of view)
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2 - I can distinguish my own point of view from that of the author.
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A. As I read, I consider how the author's background perspective may be similar or different from mine in responses and conclusions to situations.
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A. How does my point of view relate to the author’s?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Understanding
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3 - Use (Illustration information)
3 - Use (Words)
1 - Demonstrate (Understanding)
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3 - I can use information gained from illustrations (e.g., maps, photographs) to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
1 - I can use words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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A. Illustration information and words provide answers to where, when, why and how key text events occur.
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A.1 How does a map fill in gaps in understanding?
A.2 How are words used in texts?
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Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Logical Connection
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3 - Describe (Logical connection)
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3 - I can describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
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A. Text sentences are logically connected with transition words to show comparison, cause/effect or sequence.
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A.1 How are sentences connected in a text?
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Compare and contrast the most important points and key details presented in two texts on the same topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Texts
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3 - Compare (Most important points)
3 - Compare (Key details)
3 - Contrast (Most important points)
3 - Contrast (Key details)
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3 - I can compare the most important points presented in two texts on the same topic.
3 - I can compare key details presented in two texts on the same topic.
3 - I can contrast the most important points presented in two texts on the same topic.
3 - I can contrast key details presented in two texts on the same topic.
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A. Comparing and contrasting reveal similarities and differences in two texts on like topics. This may confirm accuracy or cause more research.
B. Similar stories told by different people in different places and times may vary in presentation, perspective and emphasis of main ideas.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 Why compare and contrast key details and points of two texts on like topics?
B.1 How might texts differ?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts (history/social studies, science, and technical texts) at the high end of the second and third grade level.
2 - I can comprehend informational texts (history/social studies, science, and technical texts) at the high end of the second and third grade level.
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A: Teachers assist with oral strategies of mastering tough vocabulary by asking guided questions linking reader experience to text content.
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A.1 How can I understand history/social studies, science and technical texts?
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