CKLA Grade 3 Domain 1: Classic Tales--The Wind in the Willows

Core Knowledge
Core Knowledge
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Subject English Language Arts — Language, Reading Standards for Fiction, Speaking and Listening, Writing
Grade Level Grade 3
Attributes
Good for Parents
Standards Alignment
Common Core State Standards
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Focus: Students are introduced to the adventures of Mole, Rat, Badger, and Toad in selections from The Wind in the Willows. Listening to these stories and participating in associated activities reinforces students’ understanding of story elements and exposes them to rich vocabulary, language, and syntax.

Number of Lessons: 13

Lesson Time: 70 minutes each. Each lesson may be divided into shorter segments.

Individual Resources: Read Aloud Anthology, Flip Book, Image Cards

Homeschooling
Language Lesson Plans

Standards

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Read More About CCSS.ELA-Literacy.RL.3.1
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.
Read More About CCSS.ELA-Literacy.RL.3.2
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Read More About CCSS.ELA-Literacy.RL.3.3
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Read More About CCSS.ELA-Literacy.RL.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Read More About CCSS.ELA-Literacy.L.3.4
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).
Read More About CCSS.ELA-Literacy.RL.3.7
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).
Read More About CCSS.ELA-Literacy.RL.3.9
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).
Read More About CCSS.ELA-Literacy.RI.3.7
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Read More About CCSS.ELA-Literacy.W.3.1.a
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Read More About CCSS.ELA-Literacy.W.3.1.c
Provide reasons that support the opinion.
Read More About CCSS.ELA-Literacy.W.3.1.b
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Read More About CCSS.ELA-Literacy.W.3.1
Provide a concluding statement or section.
Read More About CCSS.ELA-Literacy.W.3.1.d
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Read More About CCSS.ELA-Literacy.W.3.4
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Read More About CCSS.ELA-Literacy.W.3.5
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.
Read More About CCSS.ELA-Literacy.W.3.6
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.
Read More About CCSS.ELA-Literacy.W.3.10
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Read More About CCSS.ELA-Literacy.W.3.8
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.
Read More About CCSS.ELA-Literacy.SL.3.1
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.
Read More About CCSS.ELA-Literacy.SL.3.1.a
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).
Read More About CCSS.ELA-Literacy.SL.3.1.b
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Read More About CCSS.ELA-Literacy.SL.3.1.c
Explain their own ideas and understanding in light of the discussion.
Read More About CCSS.ELA-Literacy.SL.3.1.d
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Read More About CCSS.ELA-Literacy.SL.3.3
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.
Read More About CCSS.ELA-Literacy.SL.3.4
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Read More About CCSS.ELA-Literacy.SL.3.6
Use sentence-level context as a clue to the meaning of a word or phrase.
Read More About CCSS.ELA-Literacy.L.3.4.a
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).
Read More About CCSS.ELA-Literacy.L.3.4.b
Demonstrate understanding of word relationships and nuances in word meanings.
Read More About CCSS.ELA-Literacy.L.3.5
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Read More About CCSS.ELA-Literacy.L.3.5.b
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Read More About CCSS.ELA-Literacy.L.3.5.a
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).
Read More About CCSS.ELA-Literacy.L.3.6

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