In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
In this activity, students read a poem and answer questions about the text. The resource contains guided reading and assessment questions.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
This resource uses Susan Deadwylerś modern retelling of "The Dog and the Wolf" by Aesop to present a moral or lesson to a story. Students must first determine the meaning of unknown words to aid in comprehension. Then students will identify a moral or lesson and explain how key details from the text support it.
Lyman Frank Baum (1856-1919), also known as L. Frank Baum, was an American author, best known for his children’s books. Baum is the author of The Wonderful Wizard of Oz and its sequels. He wrote 14 novels in the Oz series. In this excerpt from The Wonderful Wizard of Oz, Dorothy, Toto, and the Scarecrow meet the Tin Woodman. As students read, they take notes on how Dorothy reacts to meeting the Tin Woodman and why she reacts this way.
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.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
Students return to the classroom to find out that their class library has been destroyed. In order to find out who destroyed the class library, students must become "detectives" and observe the crime scene and read/listen to the main suspects' alibis to solve the Seussical Mystery.
This is the activity for the Seussical Mystery Inferencing task. Students work in cooperatives groups using their inferencing skills to solve the mystery.
In this activity, students read a fable and answer questions about the text. The resource contains guided reading and assessment questions.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
Pam Calvert is an award-winning children’s author and has written for Highlights. Calvert’s story is based on a legend from the Island of Guam, told by the original occupants of the island, the Chamorros. In the legend, a large fish threatens to eat the island. As students read, they take notes on how Nineti responds to the threat of the fish.
In this activity, students read about a boy who must help his sled dog after she is seriously injured. The resource contains guided reading and assessment questions.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
In this activity, students read a story and answer questions about the text. The resource contains guided reading and assessment questions.
Students will learn the difference between theme and main idea; when to use them and with which genre. Students will be able to determine the central message by refering to the text as a basis for the answers. By understanding themes, students will be able to compare and contrast themes within and between stories.
This activity for gifted learners might serve as a culminating activity as part of a larger unit on fables, folktales, & myths. Students will take part in close readings of a variety of stories throughout the unit (including fables, folktales, & myths). In this activity, gifted learners would work either individually or with a partner to closely read Amos & Boris by William Steig. They will then work to decipher the central message(s) of the story and what fable(s) this story can be connected to. As they read, they will pay special attention to two main details that help to convey the story: the word choice and illustrations. Using the central message of the story as an anchor and the saying, “A picture’s worth a thousand words,” they will then argue that the Steig’s word choice and illustration do or do not support the story’s central message in the best possible way by creating an audio/visual presentation that supports their argument. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.