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CKLA Grade 3 Domain 6: The Viking Age

Subject English Language Arts — Language, Reading Standards for Fiction, Reading Standards for Informational Text, 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 seafaring warriors from Scandinavia known as Vikings.  Students also learn about the culture, beliefs, and everyday life of the Norse people.

Number of Lessons: 8

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

Individual Resources: Read Aloud Anthology/Teacher Guide, Flip Book, Image Cards

Resources

Standards

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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).
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
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.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
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).
Compare and contrast the most important points and key details presented in two texts on the same topic.
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 adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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.
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.
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.
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.
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.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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