In this lesson students watch a video about garden spiders. Students will then read a chart that reflects the information in the segment and answer a series of questions using the information from the chart. A rubric to assess student learning is included.

In this lesson, students choose the freaky frog they want to write about for their Freaky Frog Trading Card. The four choices are: the Poison dart frog, the Amazon horned frog, the Glass frog, or the Water-holding frog.

In this lesson, students will actively read Rachel Carson and Her Book That Changed the World using the suggested reading strategies. Part of an OurStory module entitled Discover and Protect Nature, this activity includes a list of challenge words, active reading suggestions, and background information.

This lesson, "Skim, Scan, and Scroll," taken from a research skills unit, is a step towards students completing a written research report. Here, students learn to read informational text, looking for supporting details. After the skills of skimming and scanning printed and electronic texts are modeled by the teacher, students practice the skills on their own.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

Per the ReadWriteThink website: In this collaborative inquiry unit, the real gold is the inquiry skills and content area knowledge that students develop. The class works in small groups, each focusing on one aspect of the same big topic, such as the Gold Rush. After skimming related texts, the class brainstorms people, places and things associated with the topic and develops a list of five or six main subtopics. Students then work in small groups to research one of the subtopics, practicing specific research skills as they work. Finally, students choose an activity, such as an oral report, trivia game, or newspaper, to teach what they have learned to the rest of the class. Group accountability and individual responsibility are built in to this lesson process. While this unit uses the Gold Rush as an example, any event or geographical area could be substituted.

Students brainstorm in small groups to answer questions about the skin as an organ, read online informational selections about the integumentary system and complete an "e-sheet" (online worksheet) to show their understanding.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

Students read a passage and answer questions about summarizing skills. An answer key is included.

In this lesson from Expeditionary Learning, students will ask and answer questions about My Librarian Is a Camel by Margariet Ruurs. They will learn how to effectively participate in conversations with peers and adults. Students will engage in Think-Pair-Share and Carousel protocols to begin addressing details they see in photographs. This will help guide them as they draw details from exemplar texts. This is Lesson 1 of 11 from the unit Grade 3 Curriculum Map Unit 1, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-1 .

In this unit, students learn that mapped patterns are analyzed and used to help solve societal problems. Students also lean that maps can be used to distort or introduce bias into the information they portray.

Using Wonders Literature Anthology and students Reading/Writing Companion, students will learn “What we know about Earth and its neighbors”.  Students will read about discoveries in space and how we learn more about our solar system.  After reading texts from Wonders using literature anthology and student reading writing companion, students will be placed in 9 groups (representing one planet each) and conduct research on their planet.  Students will create a one pager displaying a drawing or image of their planet with six facts (facts must include size, temperature, and an option of four other facts).  Students will then utilize Makey Makey to conduct an oral presentation of their project by coding and recording facts.  After completion, students will do a Gallery Walk to visit each planet while completing interactive guided note sheet in Google Slides.

This activity invites readers to compare the ways we communicate “from the road” by contrasting a handwritten letter with a blog post. Both describe a similar trip to the campus of the World’s Fair (now the Seattle Center), but do so on very different terms. What has been lost and gained as we move into digital communication?

In this nonfiction reading selection, students will read about a 10 year old student who moved to the states from Mexico. In the biographical selection, a student discovers how to integrate his culture within American culture while highlighting similarities and differences. A short series of questions for the reader follows the selection.

This supplemental reading resource introduces students to the geography and demographics of the country of Morocco. An audio option is provided as well as a brief comprehension assessment.

In this lesson, students will orally read an article about wood. Students will discuss the main and supporting details about wood after reading. They will also recall facts about wood products through matching.