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

Subject English Language Arts — Language, Reading Standards for Fiction, Speaking and Listening, Writing
Grade Level Grade 3
Resource Type
Attributes Good for Parents
Standards Alignment
NGA Center/CCSSO
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Description
Resources
Standards
Reviews

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

Resources

Standards

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

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