CKLA Unit 4 Third Grade Skills: Stories of Ancient Rome

Subject English Language Arts — Language, Reading Foundational Skills, Reading Standards for Fiction, Reading Standards for Informational Text, Speaking and Listening, Writing

Grade Level Grade 3

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Standards Alignment

Common Core State Standards

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Focus: In Unit 4, students continue to build skills in spelling, dictionary use, grammar, and morphology. Through their Student Reader, Stories of Ancient Rome, they compare and contrast present-day Rome with the Ancient Roman Empire, learn about the legend of Romulus and Remus, and read several Roman myths.

Number of Lessons: 20

Lesson Time: 50–80 minutes each. Each lesson may be divided into shorter segments.

Individual Resources: Teacher Guide, Student Workbook, Student Reader, Vocabulary Cards, Vocabulary Image Cards

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Teacher Guide

Student Workbook

Student Reader

Vocabulary Cards

Vocabulary Image Cards

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Standards

CCSS.ELA-Literacy.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.2

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.

CCSS.ELA-Literacy.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-Literacy.RL.3.5

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.

CCSS.ELA-Literacy.RL.3.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RI.3.3

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.

CCSS.ELA-Literacy.RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-Literacy.RI.3.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CCSS.ELA-Literacy.RI.3.7

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).

CCSS.ELA-Literacy.RI.3.10

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.

CCSS.ELA-Literacy.RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.3.3.b

Decode words with common Latin suffixes.

CCSS.ELA-Literacy.RF.3.3.c

Decode multisyllable words.

CCSS.ELA-Literacy.RF.3.3.d

Read grade-appropriate irregularly spelled words.

CCSS.ELA-Literacy.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.3.4.a

Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.3.4.b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-Literacy.W.3.1.b

Provide reasons that support the opinion.

CCSS.ELA-Literacy.SL.3.1

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.

CCSS.ELA-Literacy.SL.3.1.a

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.

CCSS.ELA-Literacy.SL.3.1.d

Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-Literacy.SL.3.4

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.

CCSS.ELA-Literacy.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.3.1.d

Form and use regular and irregular verbs.

CCSS.ELA-Literacy.L.3.1.e

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

CCSS.ELA-Literacy.L.3.1.f

Ensure subject-verb and pronoun-antecedent agreement.

CCSS.ELA-Literacy.L.3.2.c

Use commas and quotation marks in dialogue.

CCSS.ELA-Literacy.L.3.2.f

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

CCSS.ELA-Literacy.L.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.

CCSS.ELA-Literacy.L.3.4.b

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).